LIBRARY OF CONGRESS. 

PRESENTED BY 



UlflTED STATES OF AMEEIOA. 



[Ordered 1000 coi)ie.s for the House.] 



REPORT 



ON 



PUBLIC EDUCATION, 



BY 



jlii^ ^enLL&y of Mcuicackj 

WITH 

■J'" ■ APPENDIXES 

Giving Statistics of School Eeturns, and other 
Documents on the Subject. 



./OF coa^v ;^ 

U.S.A. , 



milledgeville, ga.: 

BOUGHTON, NISBET & BARNES, STATE PRINTERS. 
ISGO. 



REPORT. 



Mr. Lewis, of Hancock, a member of the Committee on 
Public Education, submits the foUowino; : 

Having been for six consecutive years a member of the 
House Committee on Public Education, and four years its- 
chairman, and having, during that period, wdth some care 
and labor and anxiety, observed all the eftbrts and measures 
set on foot both in the Legislature and in educational con- 
ventions, and by individuals, for the purpose of advancing, 
the cause of education, and having been unable even with 
the advantages of an eligible and responsible position in the 
Legislature of securing the adoption by that body of any 
of the wise suggestions which have emanated from the 
sources named, it is conceived that no more valuable ser- 
vice is possible now for me to render tlian to embody and 
present in a single view the suggestions referred to as they 
come from the minds of the authors, as well as at the same 
time to give ideas which may have at different sessions 
come into the General Assembly in the form of bills offered 
by members for enactment upon the subject. A synopsis 
of a number of the most important are here presented, 
giving their idea only. An innumerable quantity are not 
noticed, being merely local in their objects, such'^as to re- 
quire Ordinaries of different counties to pay any number of 
poor teachers for teaching of yoor children of poor schools. 
The statutes of the State, for the last six or eight years, 
are burdened with the enactments of this character. The 
expense to the State in the per diem of the members while 
enacting them, and of the printing of their progress through 
the journals of both Houses, and in the pamphlet laws, 
when enacted, has been sufficient doubtless, if closely calcu- 
lated and put in one amount, to have endowed a normal 
school upon the plan of the last Executive recommendation. 
This trifling legislation has resulted from the refusal by the 
Ceneral Assembly annually for the last six years, (and how 
much oftener, the record is not at hand to note,) of the ap- 
pointment of a department or head of education, here at 
the Capitol, with authority to enable him to get at tl:e 
wants of the State through the means of statistics and with 
the ability to understand those wants when thus shown bv 



facts and figures, and with the wisdom to devise tlie reme- 
dies for the admitted evils. The expense to the State of 
such legislation would mauy times overpay the expenses 
of the department alluded to. The House of Representa- 
tives of ISGO have passed a bill establishing the depart- 
ment, it is feared, however, at too late a period for it to 
receive the favorable consideration of the Senate.* 

Under the impression that nothing, on account of the 
absorption of the legislative as well as the popular mind 
with the grave question of the state of the country, will be 
accomplished this session, the siiggeslions and ideas alluded to 
are here given tor the easy reference of those to whose 
hands, in future, this important subject is to be committed. 
And, as the object of this report is to submit all that is 
available of the suggestions of others, and not my own 
opinions, attention is first invited to the Synopsis of Bills 
introduced into the House of Representatives. 

The following bills have been referred to the Committee 
on Public Education: 

A bill by Mr. Fain, of Gilmer, which only proposed such 
a change in the Act of 1S58, "to aid education," as to in- 
crease the appropriation of the net earnings of the Western 
& Atlantic R. R., for purposes of education, from one hun- 
dred thousand to one hundred and fifty thousand dollars. 

A bill by Mr. Broyles, of Whitfield, proposing also to 
add fifty thousand dollars of the net earnings of the Road 
to the sum appropriated by the Act of 1S58, and author- 
izing the Ordinaries to appoint persons who shall be sworn 
to faithfully discharge their duty, and whose duty it shall 
be to make a return by the first of October of each year 
of all the children within the bounds of the district assigned 
entitled by law to the benefits of the common school fund. 

A bill by Mr. Tuggle, of Campbell, which i)rovides, 

1st. That the fund given by the State for education shall 
be a poor school fund. 

2d. That the children of no person with a taxable pro- 
perty of five hundred dollars and upwards shall participate 
in its benefits. 

3d. Requiring Ordinaries to pay amounts of teachers of 
poor children, and requires the surplus to be used in the 
purchase of books and distributed proportionably among 
the schools. 

A bill by Mr. Strickland, of Madison, which proposes to 
repeal the Act of 11th December, 185S, "to provide for 
the education of the children between certain ages; to ap- 
propriate one hundred and thirty thousand doHars of the 



* As apprehiMided, tlie liill appointing a Supenntendent of Education was not 
reached in the Semite. A copy is appended for refeieutc. 



■5 

net earnings of the Western & Atlantic Rail Road, and the 
original poor school fund, as permanent funds ior the edu- 
cation of poor children; to appropriate such portion of the 
net earnings of the Road as may be necessary for the pay- 
ment of the interest on the public debt, and the principal, 
as it falls due; the balance of the net earnings to be appro- 
priated to the reduction of the taxes of the people. 

The bill distributes the funds appropriated by the bill 
among the several counties according to the laws of force 
prior to the 11th of December, 1S5S. 

A bill by Mr. McDonald, of Lumpkin, which requires 
the Ordinary of his county, hereafter, to divide the school 
fund apportioned to the county among tlie districts accord- 
ing, to the number of children in each, whether schools are 
taught or not; and assigning, as the reason for the action 
proposed by the bill, that the Grand Jury, from some cause 
not stated, f;xiled to embrace, in the system devised by 
them, several districts of the county. 

This bill also attempts to provide for the payment of old 
accounts of teachers of previous years. 

A bill by Mr. Keeling, of Habersham, similar to the 
above. 

A bill by Mr. Jones, of Rabun, authorizing the Boards of 
Examiners of the several counties to grant certificates to 
teachers who may be able lo teach some but not all of the 
elementary branches, — the certificate to specify what are 
the elementary branches which the teacher receiving it is 
qualified to teach. 

2d. That the Ordinary of Rabun county shall have two 
and a half per cent. 

A Bill by Mr. Ely of Dougherty, to "permit a portion of 
the Poor School Fund of the counties to be used in the 
purchase of books and stationery, and to pay teachers for 
the same when the books are furnished by them and charged 
in their accounts." 

A Bill by Mr. Ector of Meriwether, "for the creation of 
a School Commissioner, to define the duties of said officer, 
and for other purposes." The bill provides for the travel- 
ing expenses of the Superintendent, under certain condi- 
tions, for the appointment of a clerk, and prescribes the 
mode of Ordinary's making returns. 

A Bill by Mr. Henderson of Newton, "to regulate the 
payment of Poor School teachers in Newton, to provide for 
the examinations of teachers by a committee appointed by 
the Inferior Court, and to authorize the Inferior Court to 
prescribe the qualifications of teachers, and for other pur- 
poses." 

A Bill by Mr. Fain of Union, "for the encouragement of 
education." It provides that hereafter when any person 
shall make a bequest or other conveyance of money or pro- 



perfcy in trust for the benefit of education, such property 
shall be exempt from taxation. 

A Bill by Mr. Smith of Hall, "to require the Ordinary of 
Hall county to pay all accounts in his office for teaching 
poor children, without regard to their date, and to distri- 
bute the balance left in his hands according to the recom- 
mendation of the Grand Jury." 

A Bill by Mr. Key of Jasper, 1st, Makes the Ordinary, 
after taking oath and giving bond, School Commissioner for 
the county. 2d, Shall furnish the names of children to the 
Grovernor, and draw the funds from State treasury. 3d, 
Requires this commissioner to appoint a fit person to as- 
certain the children in each district, G. M. 4th, The 
Grand Jury to assess tax not exceeding one hundred per 
cent, for educational purposes, and may meet at any time, 
(if they fail to do so at the Spring term,) at the Court 
House, at the call of foreman tor that purpose, and they 
may at such meeting select the names of the children be- 
tween six and twenty-one, who shall participate in the 
fund. -5th, The tax collector of the county shall collect 
and pay over such extra tax without extra charge. 6th, 
The commissioner shall keep a book with the names of 
children entered, said book subject to the call of the Grand 
Jury, who shall each year select the names of the children 
they consider entitled to the fund, and the commissioner 
shall pay the tuition only of such children. 7th, The pa- 
trons of each school shall elect trustees, who shall regulate 
the school, and teachers shall return under oath the num- 
ber of children taught, and the number of days each child 
was taught. Sth, The commissioner shall return to the 
Grand Jury complete accounts, at the Spring term, of re- 
ceij)ts and payments. 9th. The commissioner authorized to 
receive and hold donations of all kinds for the benefit of 
education, must give new bond as required, upon which 
suit may be brought whcH directed by the J. I. C. 10th, 
all old accounts of teachers of poor children shall be paid, 
if meritorious, out of any balance of the fund of any one 
year unexpended. 11th, Teachers shall present their ac- 
counts by 1st November each year, and then be paid, as far 
as the funds will hold out, j)ro rata. 12th, The Grand Ju- 
ry may pa)'' the persons appointed to ascertain the number 
and ages of children, such sum as they may think reasonable 
and just, out of the funds raised out of the fourth section of 
this act. 

A Bill by Mr. Lewis of Hancock, "prohibiting, except- 
ing by the consent of the legal voters, within three miles of 
the institution, the sale of any spirituous liquors, within 
said three miles, (in any quantities, small or large,) of any 
institution of Learning." 

A Bill by Mr. Lewis of Hancock, (the bill drawn by Mr- 



Cobb of Athens,) "to account with the Trustees of the Uni- 
versity of G-eorgia for the interest due on the sale of Uni- 
versity lands, and to provide for the payment of the same." 
This bill recites that in the year 1783 the General Assem- 
bly set apart forty thousand acres of land for the endow- 
ment of a State University, and that five thousand acres of 
said land were located in the State of South Carolina, and 
thereby lost to the University. That the remaining thirty- 
five thousand acres were sold for $150,000 or more, of 
which sum the State only invested the sum of $100,000 in 
bank stock for the benefit of the University, leaving, to- 
gether with the value of the five thousand acres of land, 
$75,000 unaccounted for in the hands of the State. The 
bill further recites that the State for many years, from 1830 
to 1841, acknowledged its liability by annual appropriations 
of the interest thereon, ($6,000,) which appropriation was 
withdrawn in 1841. It alleges that justice demands that 
the State should not speculate on its University, and, 1st, 
Enacts that six thousand dollars annually be appropriated 
out of the Treasury to the Trustees of the University. 2d, 
That the Governor account to and pay the Trustees the 
amount due for the years transpiring since said appropria- 
tion was withdrawn. 

A Bill by Mr. Lewis of Hancock, (drawn by Wm. L. 
Mitchell of Athens.) This is the same bill in words that 
passed the House of Eepresentatives by a majority of four- 
teen, (14) in the session of 1855. It is entitled "An Act 
more effectually to carry into eftect the thirteenth section 
of the fourtii article of the Constitution, to promote the 
arts and sciences, and to provide for the education of teadi- 
ers at the State University, and for other purposes." It 
provided an annual appropriation of thirty-five thousand 
dollars to the Trustees of the University, with which they 
were to sustain at the University one young man of limited 
means from every county in the State, upon the condition 
that he should teach in the State as many years as he was 
supported by the State in obtaining his education, 't fur- 
ther appropriated the sum of twenty-five thousand dollars 
to erect the additional buildings necessary for their reception. 
This measure, it is now believed, can be presented to the 
General Assembly with greater probabilities of success than 
any yet suggested, and only because its claims to favor are 
higher. For reasons unnecessary to mention, and perhaps 
not sufficient if mentioned, it has not been urged since its 
first introduction. At the suggestion of Dr. Crawford, of 
Mercer University, there was added to this bill a section 
appropriating a sum (85,000) sufficient to sustain at the 
University three fellowships from each of the Colleges — 
Mercer, Oglethorpe, Emory, and Franklin — the fellows to 
be nominated out of their most meritorious graduates by 



8 

their respective faculties, and to be entitled to a residence 
of a year at the University, at the expense of the State, to 
pursue and perfect themselves in the branches of learning 
or science of most value to them in the business chosen for 
life. 

A Bill by Judge Andrews of Wilkes, "to bring about uni- 
formity in the books used in the sciiools and academies in 
this State, and to prevent a participation by any teachers in 
the benehts of the school fund who shall refuse to consent to 
such uniformity when established, and to authorize the 
Governor to aj^point some suitable person to carry this Act 
into effect," anti provides dollars for his services. 

A Bill by Mr. Allen of Banks, "to prevent any teacher 
in the State from receiving pay out of the school fiuid who 
shall use any book in his school, the author of which, at 
the time of its publication, was a citizen of a non-slavehold- 
ing State." (Note. — This bill, with the proviso that it 
shall not take effect until three years after its passage, was 
put in as an amendment to the bill which passed the House 
the present session, appointing a Superintendent of Educa- 
tion for the State.) 

So much for the indication of tlie Beprcsentaiive expression^ 
as derived from Bills introduced by members from various 
sections of the S'ate. As for the Legislative expression, to be 
ascertained from an examination of the Ac's actually passed, 
reference is made to the statute book ; and it is a humiliating 
regret that those Acts w^ill be found so barren of great and 
good results. The legislation relating to education for many 
years, has been little else than to compel Ordinaries to pay 
poor school teachers, to divide out the county fund, and 
place it in the hands of little district treasurers, with ex- 
press power to loan it out, and thereby increase a thousand 
fold the chances of its ultimate loss, or of its improper use. 

It only remains now to make a remark or two of expla- 
nation in relation to some of the valuable documents em- 
braced in the Appendix. 

'J'o make complete the history of educational effort in 
Georgia, there should be placed in the front of the other 
documents attached, the report made by a conuiiission of 
which Dr. Reese of Jasper was chairman, and submitted to 
the Legislature of 1S37. No copy of it, however, has been 
fonnd. It is believed that the Act of 1S37, which became 
a dead letter on account of the fear of the Legislature to 
raise a sufficient sum to make it vital and efficient, and was 
in 1843 finally repealed, wjls the result of the facts and in- 
formation furnished by this commission, who, under a reso- 
lution of the Legislature had visited and examined the sys- 
tems of other States for the purpose. Mr. Stephens, of 
Taliaferro, was at that time a member of the Leaislature, 



8 

and I have been informed was mainly the author of the 
Act of 1837. 

The reports and memorial which open the Appendix, and 
the letters which follow, explain themselves; so, too, of the 
school returns and trustees' report. 

I have added, for the more convenient reference of those 
especially interested in the subject, the laws of force on the 
subject of education-^- Appendix E. 

Also, are added the copies of two bills having in view 
the establishment of common schools. The first was drawn 
by Mr. Lomax, late editor of the Columbus Times, who 
manifested much interest on the subject ; and he sat by me 
at my request in the House of 1855, and assisted me while 
I attempted but failed to secure its passage. The other 
bill is Mr. Meminger's, of South Carolina ; and as his is the 
best compend of argument on the subject, I subjoin it to 
the two bills, in Appendix F. 

Appendix G contains extracts from Executive messages on 
the subject of education. 

All respectfully submitted. 

DAY. W. LEWIS. 



[APPENDIX A.] 

RE PORT. 



Whatever imperfections may have marked the various 
plans of education in our beloved State, the Jiistory of her 
legislation demonstrates that her people and their represen- 
tatives have been deeply impressed with its importance, 
and have been anxious to diffuse its benefits. In 1817, the 
sum of $250,000, with certain lands, was set apart for the 
support of Free Schools. In 1S21, $500,000 were appro- 
priated, one half to the support of Free Schools, and the 
other half to the permanent endowment of county academies. 
Again, in 1836, one third of the surplus revenue, amount- 
ing to $350,000, was set apart as "a permanent Free 
School and Educational Fund," and a joint committee 
was appointed, two of whom were authorized to visit other 
States, personally to inspect the operation of their several 
school systems, and report to the General Assembly a plan 
of£!ommon Schools. They fulfilled the mission. The Legis- 
lature amended and modified their report, and passed an 
act establishing a system to take effect. in 1S39. By that 
act the Academic and Poor School Funds were consolidated, 
and with the interest on one third part of the surplus reve- 
nue, were constituted "a General Fund for Common 
Schools." In 1838, this act was modified in some of its 
provisions, and the Inferior Courts, (at their discretion,) 
on the recommendation of the Grand Jury, were author- 
ized to levy an extra tax in their respective counties, not 
exceeding fifty per cent on the general tax, the amount so 
raised to be added to the Common School Fund of said 
counties. 

In 1810, the acts of '37 and '38, establishing a system of 
Common Schools, were repealed, and the funds for their 
support set apart as a Poor School Fund. This was 
amended in '43, and the Inferior Courts authorized to raise 
by ah extra tax an amount sufficient, when added to the 



12 

pro rata distribution from the State, to educate the poor 
children in their respective counties. This hasty reference 
to our legislation shows that for more than thirty years, 
the subject of general education has challenged the atten- 
tion and enlisted the sympathies of the people and their 
representatives. It moreover proves conclusively that 
every successful scheme, with its several modifications, has 
been ineffectual in realizing the hopes of patriotism, and 
securing to every citizen of (Jeorgia that incalculable boon, 
the ability to read and write. The failure of so many well 
meant experiments naturally suggest tne inquiry, What is 
the cause? — where lies the difiiculty ? Is it in the want of 
funds, the inequality of population, the apathy of the peo- 
ple, or the inherent effects of the plans which have been 
tried"? One of the main reasons is doubtless to be found in 
that very condition of society which it is the object of edu- 
cation to change and to remedy. Any, every system, con- 
sidered in itself, is mere theory, inert, inoperative, and 
however wise in its arrangements and abundant in pecu- 
niary means, cannot move or act of itself; it needs agents 
— intelligent, active, indefatigable agents. In many coun- 
ties, there are not to be found, either among the people or 
their juries, a controlling mind — patriotic, enthusiastic — 
to stimulate and direct. False views of the duties of citi- 
zenship — a meagre sense of parental responsibility — a 
morbid pride (to be enlightened rather than censured) — a 
depreciated estimate of the benefits of knowledge compared 
with the products of manual labor — the debasement and 
stupefaction of a life of crime, extinguishing all noble aspi- 
rations — and the relentless demands of poverty upon the 
toil of parent and child — all these, and yet other causes, 
(and these have been and yet are numerous.) We believe 
that our capital error has been the attempt to organize and 
apply a system which should adapt itself equally and at 
once to the endless diversified wants and conditions of the 
people. This is utterly impracticable. If we are to do 
nothing till we can, on some magnificent scale, do everything 
that is necessary or desirable, we must resign the hope of 
ultimate general education, and leave the unlortunate poor 
to the doom of ignorance, pitied, perhaps, but yet mire- 
lieved. AVhat the State actually needs is one thing ; what 
can be done legitimately and effectually to meet those ne- 
cessities, is another thing. A regular, uniform, perfect 
system, adapting itself with equal facility to the densely 
and sparsely settled counties, to our towns and cities, and 
to remote and obscure neighborhoods, would require an 
outlay of money vastly exceeding the resources of the State, 
in view of other imperative demands, and supposes a force 
of conviction and warmth of desire yet to be created in the 
minds and bosoms of our people. There is much prelimi- 



1-3 

nary work to be done. The public mind is to be aroused 
— the relation of intelligence to virtue, to freedom, to gov- 
ernment, to be explained — the necessity of active co-opera- 
tion on the part of the people to be urged, and the feelings 
of the enlightened, the benevolent, the public-spirited, to 
be propagated among that class of citizens whose families 
we seek to instruct and elevate. This is a work of time — 
of patient, repeated effort. A school originating in the felt 
wants and wishes of a communit}^ created by the demand 
not merely of an existing ignorance, but of an ignorance 
willing, anxious to be enlightened, will accomplish far more 
good, in every respect, than one which is organized in con- 
formity to an arbitrary system, theoretic to its adaptation. 
The one will live and flourish, because sustained by the af- 
fections of those both personally and relatively interested 
in its success, while the other will be left to neglect and 
abandonment. The true policy, therefore, is to adopt a 
scheme of education that is initial, introductory — having in 
it elements capable of development, expansion, and appli- 
cation, as means will justify and the desires ot the people 
demand. The popularity of any mode of education de- 
pends very much upon its practical operations. It must 
vindicate itself by its visible results. A plan, then, which 
provides prospectively for the most extensive supply, both 
as to teachers and to money, and which shows its capabili- 
ties by what it shall actually accomplish, is the desideratum 
in the present condition of Georgia. This view is justified, 
not only by the remembrance of our past failures, but by 
the history of our education, both in Europe and our coun- 
try. The most approved systems of common schools now 
known to the v\'orhl have been maturing for more than a 
hundred years. They had their infancy, progress, and per- 
fection — if, indeed, they he yet perfect. They were not 
the extemporaneous production of an annual session of the 
Legislature, or the impromptu concej>tions of a committee 
or community. But recognizing the great principles which 
lie at the foundation of all wise systems, designed to act 
upon generation after generation, their authors provided 
ways and means, resources and agencies, by which the in- 
cipient plan could begin its practical working, its inherent 
capacity silence enemies, and multiply friends by its own 
success. In this way confidence is awakened, means aug- 
mented, individual enterprises enlisted. The enlighten- 
ment of one family provokes the emulation of another ; 
neighborhood acts upon neighborhood ; county stimulates 
county, until what was originally in its design prejiares its 
own way, suggests its own amendments, and ultimately 
fulfils the largest expectations of all-embracing patriotism. 
In all our previous plans, there has been this radical defect 
— that they were left dependent for their vitality, their 



14 

motive power, either to the agency of irresponsible com- 
missioners, or to the voluntary, sell-moving interesi: of the 
masses. The broad-cast proclamation that the Legislature 
had altered or amended the existing lav^^, or set apart such 
a fund for educational purposes, was, in relation to many 
counties, the beginning and the end of all that was really 
accomplished. In other States, as in Europe, two things 
have been found essential to the ellective operation of a 
common school system — an active, intelligent superinten- 
dent, or general school commissioner, and normal schools 
for the education of teachers. Hitherto these instrumen- 
talities have formed no part of our schemes, nor have they 
entered into our calculations. And yet, complex machinery 
without an engineer, and a school without scholars, is quite 
as plausible a speculation as a school system without 
teachers. Your committee have turned their thouiihts 
carefully to this whole subject, and arc deeply convinced 
that no great movement can be sustained in the course of 
general education, till this error is corrected, this indispen- 
sable want is supplied. We, therefore, recommend the ap- 
pointment, either by the Executive or the Legislature, of a 
Superintendent, whose duties are specified in the accompa- 
nying bill. If the duties of the otlice are properly per- 
formed, the labors of the incumbent will be arduous and un- 
remitting. For various reasons, his appointment should 
extend over two years, and the salary should be ample 
enough to connnand elFective talents and justify devotion 
to the work. In providing a corps of teachers, with pro- 
per moral and scholastic qualifications, we propose a plan 
less complex, more economical, and quite as efficient as the 
Normal School. There are in this State lour Colleges for 
young men, all in successful operation — one erected and en- 
dowed by the State, the other three fostered and sustained 
by the religious denominations to which they respectively 
belong. These institutions already command the confidence 
and patronage of the great body of the people, ^hose pecu- 
niary circumstances justify them in encountering collegiate 
expenses, and they will doubtless continue to dispense the 
benefits of education to the children of a large and influen- 
tial class of our fellow citizens. 

They have done, and are doing, a great work for the 
State of Georgia. They are co-laborers in a common 
cause. The interest of one is the interest of all. The ex- 
tinction of one would be a detriment to all, and a fearful 
subtraction from the moral and intellectual force which is 
elevating Georgia to as proud a position in the world of 
letters as she deservedly occupies in the world of internal 
improvements. It is believed, nay, it is an undeniable fact, 
that the church institutions, so far from restricting the pa- 
tronage of the State University, have actually enlarged it, 



15 

by the renewed impulse they have contributed to give the 
public mind on the subject of education. There has been 
no interference, no clashing one with the other, but each 
has harmoniously filled its appropriate sphere, and needs 
only legislative aid to supply Georgia with home born and 
home educated teachers. The denominational character of 
Mercer, Oglethorpe, and Emory, so far from being a reason 
why they should be excluded from your legislative care, is 
the very reason which entitles them to consideration, and 
to employment as instrumentalities in providing for the 
wants of the State. 

The friends and supporters of these institutions consti- 
tute no inconsiderable portion of the entire population, and 
the people to be seryed by the provisions of any scheme of 
education belong, in many instances, to tlie denominations 
represented in these colleges. Various influences, auxiliary 
to the great result contemplated in the present movement, 
will be brought to bear in availing ourselves of the strong 
predilictions, the religious prejudices, (if you please,) of the 
people. There are Presbyterian, Baptist, and Methodist 
neighborhoods, who would prefer the services of a man, if 
not actually identified with them in church relationship, at 
least educated under the auspices of their respective com- 
munions. The religious element, combined with patriotic 
emotion, would give enlargement, zeal, impetus, to the in- 
terest cherished by their several communities in the work 
of education. The distrust and apprehension commonly 
felt in the employment of a stranger, and which often de- 
feats a school enterprize, would be neutralized by the con- 
fidence placed in one who comes to them with the testimo- 
nials of their own church and people. Teachers identified 
by birth, education, and religious association, with the 
State and her citizens, would find ready employment, and 
thus accelerate the spread of knowledge. We propose, 
therefore, to employ these institutions as agents in provid- 
ing for the State a supply of well instructed, competent 
men to engage in the work of instruction. The demand 
for such men is even now very great, and will be vastly 
augmented whenever a system of general education gets 
fairly in motion. And, if no general plan of free-schools 
will work in Greorgia, the State will be reimbursed for her 
expenditures by having multiplied the number of educated 
men, — men, too, on whom the light of knowledge would 
never have beamed but for the benevolent provisions of the 
proposed arrangement. It is to be remembered that indi- 
vidual education is a public benefit ; and that wdierever 
there is an uneducated mind, there is an unknown amount 
of lost energy, of dormant usefulness, while every well in- 
structed man with sound moral character exerts a whole- 
some and refining influence upon the community with whom 



IG 

he dwells. Many of this latter class, too, even without the 
free-school plan, from convictions of duty and the exigen- 
cies of interest, would engage in teaching, and thus multi- 
ply the agencies of knowledge and of good. An important 
fact in the plan suggested, and one which should forestall 
at least all captious objections, is, that this appropriation is 
not an endowment, a bonus to the colleges, but a fund 
merely which enables them to serve the State without loss 
or embarrassment to themselves. The sole pecuniary Ijenefit 
to tliem results from ihe tuition fees of the beneficiaries com- 
mitted to their charije, and their chief "ain is in an enlarged 
ability to execute their original design — the diffusion of 
knowledge and the improvement of society. We wish to 
be distinctly understood as not seeking to interfere with or 
to diminish the claims of the State University upon the 
fostering care of the Legislature. By no means. Yet the 
conviction is decided that she cannot singly and alone meet 
the imperative w^ants of our present condition, and that the 
employment of the other three in the same great work will 
best harmonize the feelings of the people and most subserve 
the interests of the country. Moreover, the appropriations 
to the colleges for the education of teachers need not be 
continued for a long series of years. The result of the ar- 
rangement proposed will, in a comparatively short period 
of time, have provided an ample supply for every county 
in the State, and the consequent multiplication of schools 
and the more general diffusion of intelligence will have so 
elevated the average standard of scholastic attainment as to 
furnish teachers of proper qualifications for common school 
purposes from among the great body of the people. We 
regard these views as fundamental to any well organized 
and effective system of general education. The defects of 
the present poor school law are conceded on all hands, and 
the law itself is the last step in a retrograde movement 
which has marked our legislation for thirty years or more. 
Unless, therefore, we intend to abandon tlie hope of teach- 
ing all to read and write, we consider it indispensable at 
this stage to introduce a feature into our plans long over- 
looked, and without which the past authorizes no hope for 
the future. In conformity with these general views, and 
in obedience to a demand of public sentiment, we recom- 
mend a free-school system adapted, as we suppose, to the 
condition of the people and the present available resources 
of the State. The provisions of the plan are general, and 
all who will may adopt; but we think it likely that but 
few counties at first will avail themselves of the plan, and 
not more than the funds provided for will meet. In this. 
way a beginning will be made, and, year by year, county 
after county will come into the measure, until, in process 
of time, the increasing income of the State and the grow- 



17 

ing intelligence of the citizens will demand and justify its 
universal adoption. As the system expands, the Legislature, 
keeping the great object steadil)^ in view, will have time 
and opportunity to provide for its growing demands, either 
by the increasing income of the Western & Atlantic Rail 
Road, or from such other sources as their wisdom may 
suggest. And, as the revenue of the State may augment 
from the growing prosperity of the country, the Legisla- 
ture may offer additional inducements to the counties to 
adopt the measure by paying two-thirds or three-fourths of 
the sum necessary to sustain it within their respective dis- 
tricts, and the day may come, at no distant period, when 
the resources of the State will establish the system univer- 
sall}^ without the necessity of local taxation in the counties. 
We allude in general terms only to the scheme, and refer 
you to the accompanying bill for its details. 

The peculiar structure of society among us forbids the 
attempt to introduce the intricate and complicated regula- 
tions of the more elaborate systems of the Northern States, 
and we consequently submit little more than a clear and 
well-defined outline of a plan, to be filled up from time to 
time, as experience may suggest. Numerous and minute 
details would not only complicate but obscure what we de- 
sire mainly to keep prominent and unembarrassed. Sup- 
posing, from present indications, that an Ordinary will be 
provided for each county, the plan commits to him, as the 
most suitable person, tlie general superintendence of this 
interest, as County Commissioner. If we are mistaken in 
this, we sufi-gest that the bill be so altered as to authorize 
the election of a commissioner in every county accepting 
the provisions of this act. 

The responsibility connected with this office had better, 
perhaps, be thrown upon an individual rather than upon 
the Judges of the Inferior Court, as more likely to secure 
unity and efficiency. The failure of the poor-school system 
is chargeable partly upon the fact that a great deal was at- 
tempted witli means wholly inadequate to the necessity of 
the case. A small sum of money was so divided that no 
one beneficiary was materially aided. Your committee, in 
view of these facts, have labored to devise a plan general, 
^nst and equitable, but which, nevertheless, should com- 
mence on a scale suitable to the finances of the State, re- 
quiring no taxation save that whick the law now prescribes, 
and leaving the counties to co-operate with the Legislature 
as their own sense of want and duty may dictate. For the 
purpose of introducing the free-school system, the com- 
mittee recommend that the income from the poll-tax of the 
State be set apart as the fund from which the superinten- 
dent may draw, in meeting the demands of the county com- 
missioners for free-schools. This amount, together with 



18 

tlic sum raised by the extra tax levied by the luferior Court, 
will, in all probability, for a year or two, be adequate for 
the commencement of a plan which, once set ftiirly in mo- 
tion, will work itself into universal adoption. To facili- 
tate this result, to give confidence to the public, and to 
l>rovidc for the future necessities, the prospective increased 
demands of general education, we recommend that the net 
proceeds of the State Road, after the redemption of its lia- 
bilities, be set apart as a free-school and education fund. 

The committee have endeavored to discharge the duty 
assigned them with all fidelity, and with a single eye to the 
present well-being and future glory of the State, and now 
submit their views and recommendations, with the accom- 
panying outline of a scheme of education, to the wisdom 
and calm consideration of the General Assembly. 

George F. Pierce, 
Sam'l K. Talmage, 
Leonidas B. Mercer. 



A BILL 



To be entitled An Act to provide for the education of 
Teachers, and to establish a general system of free 
Schools. 

Sec. 1st. Be it enacted by the Senate and House of Rep- 
resentatives of the State of Georgia, in General Assembly 
met, and it is hereby enacted by the authority of the same, 
that from and after the passage of this Act, there shall be 
elected by joint ballot of the two Houses of the General 
Assembly, at every regular session of the same, a Superin- 
tendent of the Public Education and Free Schools, who 
shall have a salary of one thousand six hundred dollars, and 
who who shall be provided with an office in the Capitol. 

Sec 2d. The income from one thousand seven hundred 
and thirty three shares of the capital stock of the bank of 
the State of Georgia, and the income from eight hundred 
and ninety shares of the capital stock of the bank of Augus- 
ta, heretofore constituting the poor school fund, be, and the 
• same is hereby set apart and appropriated as a fund for the 
education of teachers ao^'eeably to the subsequent provisions 
of this Act, and for the salary and contingent expenses of 
the Superintendent of Public Education and free schools. 

Sec. 3d. That the renuiinder of tlu; aforesaid fund, after 
the payment of the salary and contingent expenses of the 
Superintendent, shall be divided betwixt Emory College, 
Oglethorpe University, Mercer University, and the Univer- 



19 

ty of the State of Georgia ; provided that they comply re- 
spectively with the subsequent provisions of this Act. 

Sec. 4th. That it be the duty of the Superintendent of 
Public Education and free schools, to contract with the Re- 
gents of aforesaid College and Universities for the education 
(including the tuition, board, clothing and contingent ex- 
penses,) and preparation as teachers of such young men, 
as may be selected by the several counties of this State, 
agreeable to the conditions hereinafter specified, provided, 
the expenses for each scholar, so boarded, clothed and 
taught shall not exceed three hundred dollars. 

Sec. 5th. That the Inferior Court of the several counties 
of this State are hereby authorized to select from each of 
their respective counties, one young man, not being less 
than sixteen years old, and who in their judgment from 
poverty, desire to learn, and good character, is the most 
worthy recipieat of the beneficient provisions of this Act ; 
and they shall report his name, age, and residence to the 
Superintendent of Public Education and free schools. 

Sec. Gth. That each scholar selected accordino- to the' 
provisions of the foregoing section, shall, before he shall 
be entitled to the benefits of this Act, enter into written ob- 
ligations, (having first obtained permission in writing so to- 
do from his parents or guardian,) with the Superintendent, 
to devote himself to the business of teachina: within tiie 
limits of this State, for not less than four years, after he 
shall have completed his course of preparation for teach- 
ing. 

Sec. 7th. That no county shall be entitled to more than one- 
beneficiary under the provisions of this Act, until every county 
in the State shall have had, or shall have failed within a limit- 
ed time, to" be fixed by the Superintendent, to signify its in- 
tention to apply for the benefit contemplated in this Act, and 
that in the selection of pupils, if more than the number 
provided for, at one time under this Act, apply, the Super- 
intendent shall be determined in his selection by priority of 
application. 

Sec. 8th. That any scholar who shall be educated under 
the provisions of this Act, and who shall refuse, or fail to 
comply with his obligations, entered into with the Super- 
intendent to teach four years in tliis State, after completing: 
his education, shall forfeit, and pay the Superintendent fo"r 
the benefit of the fund herein above set apart for the educa- 
tion of teachers, the whole sum which may have been ex- 
pended by the Superintendent for his benefits ; Provided, 
how^ever, that if he shall have fulfilled his obligation as 
aforesaid in part, he shall be entitled to a pro ra'ta deduc- 
tion. 

Sec. 9th. That if the Regents of one or more of the Lit- 
erary Institutions, named above, shall decline to contract 



20 

with the Siiperiiitemlont upon the tonus horeiii autliorized, 
it shall, find may be lawful for him to distribute the fund 
herein set apart for the education of teacliers, between so 
many of said institutions as shall contract with him agree- 
ably to the provisions of this Act. 

Sec. 10th. That the Superintendent shall have authority 
in contractinc: with the Collegiate Institutions above men- 
tioned, to stipulate for such an irregular and special course 
of instruction for such pupils as he nuiy contract for, as will, 
in his judgment, best promote the objects of this Act. 

Sec. 11th. That it shall be the duty of the Superinten- 
dent to assign each of the pupils, selected agreeably to the 
terms of the fifth section of this Act, to either of the Insti- 
tutions contracted with, which he or his parent or guardian 
may elect, provided, however, the same can be done with- 
out violating the provisions of this Act. 

Sec. 12th. That the net income from the poll tax for the 
year 18-52, and for every succeeding year, be, and the same 
is hereby set apart as a fund for the support of a general 
system of free schools. 

Sec. 13th. That the Inferior Court of any county, wish- 
ing to avail itself of the provisions of this Act, shal! have 
authority upon the recommendation of the Grand Jury of 
such county, to levy an extra tax for that purpose, upon the 
property and citizens of said county not exceeding 
per cent, upon the general tax, the said extra tax to be col- 
lected by the Tax Collector as other taxes, and paid over to 
the county Treasurer. 

Sec. l4th. That the Judges Ordinary of those counties 
which may determine to establish free schools under this 
Act, be. and they are hereby constituted connnissioners of 
free schools in their respective counties. 

Sec. l-5th. That the Tax Collector of each county levy- 
ing an extra tax as aforesaid, shall, upon application made 
by the Commissioner of free schools of said county certify to 
said Commissioner in duplicate, the net amount arising from 
the extra tax levied for the above mentioned purpose as 
soon as they shall have been ascertained by him. 

Sec. 16th. That it shall be the duty of the Commi.-isiou- 
er of free schools of said county, to forward one copy of said 
Tax Collector's certificate to the Superintendent of Public 
Education and free schools, whose duty it shall be to pre- 
sent the same to the Comptroller of the Treasury, who shall 
thereupon issue his warrant upon the Treasury for the 
same amount, payable to the Superintendent, provided that 
the sum so drawn, shall not exceed three dollars per capita 
of the white inhabitants of said county, betwixt the ages of 
six and sixteen years. 

Sec. 17th. That it shall be the duty of the Superinten- 
dent to transmit the sum of" money so drawn to the Treasu- 



21 

rer of said county, to be by him added to the sum raised by 
extra tax for the support of free schools in said county, the 
whole of which shall constitute a fund for the support of 
free schools in that county. 

Sec. 18th. That the Inferior Court of such county, may, 
and they are hereby authorized to raise the bond of the 
county Treasurer so much as shall in their judgment secure 
the county free school fund. 

Sec. 19th. That the county Treasurer shall be entitled 
to per cent for receiving, and per cent, for pay- 

ing out the free school monies. 

Sec. 20th. That it shall be the duty of the Ordinary of 
any county establishing free schools under this Act as Com- 
missioner of free schools, to proceed and lay off such county 
into school Districts, containing each, as near as maybe 85 
white inhabitants, betwixt the ages of six and sixteen years, 
and having due regard to the convenience of the citizens 
thereof. 

Sec. 21st. That it shall be lawful for the commissioner 
of free schools to alter the boundary of the several Schools Dis- 
tricts, from time to time at the request, and to suit the 
convenience of the inhabitants, and to accommodate the 
School Districts to the fluctuation of the population, due 
regard being always had to keeping in each District, as 
near as may be, eighty-five white inhabitants, between the 
ages of six and sixteen years. 

Sec. 22d. That it shall be the duty of the commissioner, 
when he shall have laid out the county into School Dis- 
tricts, to give public notice of the same, with their several 
metes and bounds, at the Court House of the county, and at 
one or more of the most public places in the several School 
Districts. 

Sec. 23d. That it shall be the duty of the Commissioner 
to cause elections to be held in each School District for 
three Trustees of the free school in that District, who shall 
hold their office until their successors are elected; such 
election to be held at the most public place, at or near the 
centre of the several Districts. 

Sec. 24th. That the Commissioner shall give at least ten 
days' notice of said election, at one or more public places in 
the District, and the qualified voters for members of the 
General Assembly, residing within the District, shall be en- 
titled to vote in said election. 

Sec. 25th. That said election shall be held under the 
same regulations, as are now provided by law for the elec- 
tion of Justices of the Peace, and that the Superintendents 
of said election shall transmit a certified copy of the same to 
the Commissioner of free schools who shall file it in his of- 
fice. 

Sec. 26th. That the Trustees of each District shall have 



22 

power and authority to select the places where the free 
school of" said District shall be located, having due re- 
gard to its central position and the convenience of a major- 
ity of the inhabitants of the scholastic age ; they shall have 
power and authority to eni2)loy and dismiss teachers, to ex- 
pel pupils for immoral, disorderly conduct; to prescribe the 
course of study, and the books to be used in the absence of 
instruction from the Superintendent of Public Education, 
and to visit the school as often as the}' may deem necessary 
to observe its condition and progress. 

Sec. 27th, That it shall be the duty of said Trustees to 
make a semi-annual report, shewing the name, age, and sex 
of every pupil, for what length of time each has received 
instruction, and in what branch ol' learning, together with 
a true and detailed account, verified by the oath of one of 
them ,of their receipts and expenditures, to the Commission- 
er of free schools, who thereupon shall be authorized to 
draw his order upon the county Treasurer in fovor of said 
Trustees for their distributive share of thq free school fund 
of the county. 

Sec. 2Sth. That in thinly settled School Districts the 
Trustees shall have power and authority to cause the school 
to be kept alternately in two or more places in such Dis- 
tricts, and for such a length of time as they may deem just 
and equitable to the citizens, and so as to extend the bene- 
fits of education to all the inhabitants, of scholastic age. 

Sec. 29th. That the District Trustees shall hold their of- 
fices until the day of of the year succeeding 
their election at which time and in each and every year 
thereafter, an election for three Trustees to succeed them 
shall be held at the District School house under the same 
rules and regulations as established in the foregoing sec- 
tion. 

Sec. 30th. That it shall be the duty of the Conunissioner 
of free schools to consolidate the semi-annual returns of the 
Trustees of the several Districts, and to transmit the same, 
together with a true account of the receipts and disburse- 
ments of the free school fund in his county, to the Superin- 
tendent of Public Education and free schools. 

Sec. 31st. That it shall and may be lawful for the Inferi- 
or Court of any and every county establishing free schools 
under this Act, to allow to the Commissioner of free schools 
such compensation annually for his services as may to them 
seem just and e(|uitable, and they may draw an order in fa- 
vor of said Commissioner upon the Treasurer of the county 
to be paid out of the free school fund. 

Sec. 32d. That the Commissioner of free schools before 
entering upon the duties of his office shall take and sub- 
scribe an oath, to be filed in the office of the Clerk of the 



23 

Inferior Court, faithfully and without favor or partiality to 
discharge the duties of his office. 

Sec. 33d. That it shall be the duty of the Superinten- 
dent of Public Education and free schools to consolidate the 
returns of the commissioners of the several counties and re- 
port the same to each regular session of the the General As- 
sembly. 

Sec. S4th. That it shall be the duty of the said Superin- 
tendent to submit to each regular session of the General 
Assembly, accounts of the expenditure of the free school 
fund, and of the fund for the education of teachers, and esti- 
mates for the two succeeding years, and plans for the man- 
agement and improvement of these funds, and for the bet- 
ter organizition of free schools, and all such matters per- 
taining to his office as he shall deem it expedient to commu- 
nicate, or such as shall be required by either bj'anch of the 
General Assembly. 

Sec. 35th. That it sliall be the duty of the Superinten- 
dent to visit from time to time, the several Collegiate In- 
stitutions, which shall have received pupils on the terms be- 
fore specified, to enquire into the condition and progress of 
said pupils, and also to visit the several free schools, which 
may be organized, disseminate information generally as to 
the objects of this Act, and the importance of general edu- 
cation. 

Sec. 36th. That the necessary traveling expenses of the 
Superintendent shall be allowed by the Comptroller of the 
Treasury, and shall be paid out of the fund hereinabove pro- 
vided for the education of teachers, provided, the same shall 
not exceed the sum of dollars. 

Sec. 37th. That every free white inhabitant, being a cit- 
izen of the United States and of this State, and residing 
within the limits of any School District, organized under 
this Act, between the ages of six and sixteen years, shall be 
entitled to the instruction in the free school of said District, 
without charge for Tuition or incidental expenses. 

Sec. 38th That all laws, and parts of laws militating 
against this Act, be, and the same are hereby repealed. 



[APPE-NDIX B.] 

Report of the Commiillf'e appoijited fey the Edneatlosial 
€©E¥€ffitloa held at Marietta. 



A few friend.s of education, during the past year, publish- 
ed a call for a convention, to take into consideration the 
great subject of common schools. To tliat call about sixty 
counties in the State responded by sending delegates, num- 
bering about one hundred and fifty, who met in convention 
at Marietta in July last. The large number of delegate?, 
comprising so many of our most intelligent citizens, men 
known to feel a deep interest in this matter, and in all things 
likely to aftect the condition of the people ; also many ex- 
perienced and practical teachers, shewed the interest that 
was taken in the subject by the people of Georgia. Al- 
though there was not that unanimity so much to be desired, 
although a great diversity of opinions and views were en- 
tertained and urged in the convention, yet all seemed to 
have the same great objects in view, an anxious desire to do 
something to excite that interest among our people in the 
subject, v/ithout which nothing eftectual can be accomplish- 
ed, either by legislative enactments, or much less by the re- 
solves of a convention. After much deliberation, and a vei'y 
full expression ot opinion by a large majority, the conven- 
tion adopted a preamble and resolution, recommending the 
establishment of a system of common schools for the State 
of Georgia, and the establishment of a Bureau of Ed- 
ucation. Under a resolution of the convention, the 
undersigned were appointed a committee to address the 
people of Georgia upon the subject — sustaining and 
urging the viev,'s of the convention. We well may, as 
w^e sincerely do, distrust our ability to do justice to 
that body, much less the great subject of education — 
a subject so intimately connected with the interest and hap- 
piness of the people individually, and its unspeakable im- 
portance in a social and political point of view. The cause 
of education received an early attention, and a liberal pa- 
tronage, from the framers of our government ; large appro- 
priations have been made from time to time; various sys- 
tems of education have been adopted, modified, then rejected 
and repealed, and the present system, but a modification of 
some others, must be abandoned and superceded, as not cal- 



2G 

culated to effect the object intended to be accomplished — 
tlie education of" the poor. We believe that tliere sliould 
be a new system adopted — one that can be understood and 
enjoyed by the whole people — that the time has arrived 
when the system in force in other States, both free and 
slaveholding States, a system approved and in practical oper- 
ation, and that, too, after a trial of many others, should be 
introduced into (Jeorgia, by which, wholly abolishing the 
odious distinction of " poor scholars," all the children of 
the State should be educated at common schools to be es- 
tablished and supported, if not entirely, mainl}^ at least, by 
the State. As tlie establishment of " common schools " in- 
volves the rejection of the present "poor school system," it 
may be proper to state as briefly as we can, the leading pro- 
vision of the law establisliing it : The law makes it the 
duty of the magistrate in the district, to report to the "In- 
ferior Court" annually, the names of all the children in their 
respective districts deemed by them proper persons to re- 
ceive a portion of the fund set apart for the education of the 
p6or; these returns are sent by the Inferior Court to the 
"Executive office," and fonn the basis for the distribution 
of the fund, which is about twenty thousand dollars. To 
supply the balance of the means necessary to educate the 
poor, the grand juries are requested, not required, to recom- 
mend to the "Inferior Court," the levying of such percent, 
on the State tax as they may think necessary to educate the 
poor in their respective counties. A statement of a few 
facts will, we think, clearly show that the above plan adopt- 
ed in 1843, is very defective, unjust in its operation, and not 
at all calculated to accomplish the object in view, and that 
it should be superceded or greatly niodified, if the common 
school system should not hnd favor with the Legislature. 
In the first place, any one who will take the troubleto look 
into the matter, will find that the duty of the magistrates 
under the law to make returns of the poor children, is often 
entirely neglected, and that the returns which have been 
made are very imperfect; not more than three-fourths of the 
jioor children are returned, and of those returned, it is as- 
certained from the commissioners of the poor school fund in 
a few of the counties, little more than half are sent to 
school, and their average attendance is not four months in 
the year. 

The whole number of poor children in the State, may be 
safely estimated at from forty to fifty thousand ; about one 
third of all the children in the State between the ages of 
six and sixteen — the whole number being by estimation 
something over one hundred and forty thousand. It is as- 
certained from the returns in the Executive Department, 
that in the year 1849, thirty thousand and eight hundred 
poor children were returned, and in 1S50, thirty-two thous- 



27 

and nine hundred were returned. The imperfect returns, 
together with the fact that little more than half of those re- 
turned are sent to school, and that their attendance is not 
more tluin four months in the year, show conclusively, we 
think, that there is something essentially wrong in the pres- 
ent system. Again, the provision of the law of 1843, au- 
thorizing, not requiring, the Grand Juries to recommend, 
not to require, the Infierior Court to levy such tax as they 
iuay deem necessary'to educate the poor in their respective 
counties, has not accomplished the intended purpose. We 
have conclusive reasons for asserting that in many counties 
no recommendations have been made, and in some, when 
luade, they have been entirely disregarded by the Courts ; 
nor can it be expected that the Grand Juries, who are usu- 
ally together only for one week, and who have so much other 
business requiring their attention, or that the Inferior Courts, 
with their many duties, can give the subject that attention 
whicli is necessary in order to form a correct conclusion 
what amount of tax would be necessary, and which would 
be agreeable to the people. We have ascertained from the 
proper record in the " Executive office," that in the year 
1849, thirty-two counties made no returns of their poor 
children, and in 18-50, fifteen counties made no return. Can 
it for one moment be believed that the people in these coun- 
ties were taxed, or that their poor childi'en recei^'ed the 
benefit of this provision, when the magistrates and judges 
of the Courts did not feel sufficient interest in the matter to 
take the necessary steps in order to get their share of the 
$20,000 — the State fund lor the education of the poor. — 
The law provides, that counties making no returns, shall 
receive of the educational fund agreeably to the last return 
or record, and even with this provision, eight counties, in 
1S50, received nothing, never having made a return. 

But another objection to this plan, and which we think 
is flital to its continuance, is its gross injustice to tlie poorer 
counties, where there is the greatest number of poor chil- 
dren, and the least ability to bear taxation. It is deemed 
unnecessary to argue this point — an example will illustrate 
it conclusively. The counties of Newton and Jasper pay 
into the treasury as a State tax, eight thousand nine hun- 
dred and ten dollars, and return some hundred and twenty 
poor children; whilst the counties of Union and Gilmer, 
which pay fifteen hundred and ninety-four dollars of State 
tax, return two thousand, eight hundred and eighty-four 
poor children. Thus in the two counties where compara- 
tively little is wanted, there is much abilit}^ to bear taxa- 
tion, and in the other two, where much is wanted, the peo- 
ple are unable to bear the tax necessary to educate their 
children. All must see the injustice of such a plan. The 
children of Union and Gilmer, and all counties similarlv 



28 

situated, must grow up in igiiorauco, or tin; people l)e ruined 
by taxation. Tliu.s we believe that we have demonstrated 
that the present system has not, and cannot answer the objects 
of general education, or the education of the poor, and that 
it should be superceded by another. We believe that Geor- 
gia should profit by the experience of other States. The 
experience argmnent is worth all others in this matter, and 
adopt at once the system of " Common Schools," discounten- 
ancing the odious distinction of poor children, which has 
kept so many at home and in ignorance, and adopting the 
name of "common schools," for all the children of the State. 
This was the opinion of the convention in whicti the com- 
mittee fully concur. 

The recommendation of the convention that there should 
be established a " Bureau of Education," is directly con- 
nected with this matter. The committee deem this indis- 
pensable in giving life and force to au}^ hiw upon the 
subject. At the head of this department, should be placed 
a superintendent, whose duty it will be to receive all re- 
turns and all coilimunications connected with education in 
the entire State. He wnll be the head or Executive under 
the law to superintend the whole subject, and to carry out 
the law. He will annually report to the Legislature, the 
working and progress of the system, suggesting such defects 
and alterations as his experience and high qualifications will 
enable him to detect. It will be his duty personally to visit 
the different school districts, and to consult the selectmen 
in each, in order to ascertain the want of the ditferent coun- 
ties, and the adaptation of the system to such as may be pe- 
culiarly situated on accoimt of the sparseness of population. 
The Superintendent is an important and indispensable officer 
in every well regulated system of common schools known 
to the Connnittee. We have stated that the convention 
was not unanimous in its recommendations. Some believed 
that the present plan was the best ; we think we have shewn, 
no matter what mny be the objections to the " common 
school systenj," that the system now in force in Georgia, 
does not, and has not, answered the wants of the country. 
Some of the friends of the proposed system doubted its prac- 
ticability, on account of the inherent difference in the char- 
acter of the people of Georgia and those of the States in 
which the system is in vogue, and that slavery and the sparse- 
ness of population would interfere with its successful oj>era- 
tion. We must be allowed to spurn the insinuation that the 
sons of the Cavaliers are not as capable of appreciating and 
sustaining any great and good cause, as the (lesceiidants of 
the Puritans Neitherdoes slavery nor sparseness of popu- 
lation constitute objections to this system. Kentucky and 
Tennessee have good common school systems, and we infer 
that Louisiana has, from the fact that a verv distinauished 



29 

gentleman lias recently been chosen superintendent of her 
schools, and tiiey are slave States. To meet the difficulty 
of sparse population, there is in every good systenra power 
of extension or expansion. In the State of Maine, (which 
has long had one of the best systems of " common schools,") 
some of the counties, from the sparseness of their popula- 
tion, have not yet received the full benefits of the system, 
but it is extended to them as they become fitted for its op- 
eration. And in Wisconsin, just settling, the common school 
system was adopted before the formation of her constitu- 
tion, preparatory to her admission into the Union. 

A portion of the State of Tennessee has been only a few 
years organized, poor and thinly settled, and yet her system 
was adopted as far back as the year 1830. It may be that the 
sparsely settled portions of the State, would not receive as 
much immediate benefit from the system as those in which 
the population is more dense, but we would ask if it would 
not be great folly to defer the adoption of the system, be- 
cause all portions of the State are not ready — are not in a 
situation to receive equal benefits from its provisions. Such 
a course of reasoning involves the rejection of all those 
laws passed for the public welfare. But we contend that 
all would be benefitted, for it would not be necessary to lay 
off school districts of equal sizes, and in sparsely settled dis- 
tricts, where the children are scattered, the superintendent and 
selectmen could have them taught from one to two or three 
months in different sections of the district, and thereby ac- 
commodate all. The supposed difficulty in procuring teach- 
ers, is made an objection to the establishment of this system. 
The convention recommended that measures be taken to 
educate young men for that purpose. This is a matter to 
which too much importance cannot be attached, involvingthe 
immber that will be sent to schools, for good schools will se- 
cure the attendance of thousands over the present — it is 
paramount to every .other consideration. If those to whom 
the whole people of the State are to entrust the training 
and instruction of their children, be not qualified, at least 
for the instruction in all the branches usually taught in pub- 
lic schools, any system of education would be a failure. — 
Men of surticient attainments to teach the children reading, 
writing and arithmetic, with geograpliy, can be easily ob- 
tained — but they should be at the same time men of undoubted 
moral character, so that the youths of the country, at the sanle 
time that their heads are enlightened with knowledge, may 
be trained to virtue, prepared in their hearts and tlieir heads 
to be useful to the State and their fellow men, and to know 
that within their own breasts are all the fountains of liap- 
piness — fed by the spring of intelligence and virtue. But 
what are the resources of the State in regard to this matter V 
We asst'rt without boasting, that it] no State in the Union 



30 

are the higher and luitklliug classes better educated than 
they are in the State of Georgia at this day. Besides our 
" State University," now realizing the fondest hopes of its 
founders and friends, we have a Colh'ge under the superin- 
tendence; of each of the three groat religious denominations 
in the State, all of them holding out liberal offers to such 
young men as are not able, without assistance, to obtain an 
education, sending out ammally hundreds of young men to 
be blessings to society, who, though t;mght in religious de- 
nominational institutions are not made; bigots — are reujuired 
to sign no articles of faith, but are introduced in the great 
fundamental principles of religion, common to all chris- 
tians. Hundreds of young men are annually <3ducated in 
Georgia, cpialilied to enter our academies and conunon 
schools as teachers, and who would have failed in obtaining 
an education without the establishment of our denomina- 
tional Colleges. They well deserve the patronage of an 
enlightened people. Besides, we have " high schools" in 
nearly every section, under able and ellicient teachers, and 
the State is checkered with county Academies, the larger 
portion of which are well patronized and ably conducted. 
We cannot doubt but that from these various sources, 
a large number of teachers, educated here among us, which 
is an iuiportant consideration, might be obtained, particu- 
larly in the now crowded condition of what are termed the 
"learned professions." And then there are our many *' fe- 
male colleges" with their fifteen hundred students, if 
proper inducements ai'e held out, hundreds of excellent 
teachers may be found among them. Although we have 
mentioned this great resource last, it is by no means the 
least. No, what a wonderful moral and intellectual change 
must follow the education of our daughters, the future 
mothers of the country, the radiant centres of social circles. 
AVhat new lights to happiness, to intelligence and virtue, 
will break upon our State. The purest sentiments, the 
highest rational enjoyments, and all the great wells of hu- 
man bliss, are alone to be found in the family ciicles, 
where modest, virtuous, pious and intelligent woman pre- 
sides — her children grown not up in ignorance, but. content- 
ed at home, they experience intellectual enjoyments, which 
even poverty cannot invade nor take away. The most ap- 
proved plan of procuring qualified teachers is the "normal 
schools." We hardly think that it will be indispensably 
necessary to resort to them, seeing that we have such great 
resources ibr a due sui)ply ; we will simply suggest that 
our Colleges can be used as substitutes for such schools by 
establishing in each a department for the education of teach- 
ers. It cannot be urged as an objection to this system, 
that it will interfere with our academies iun\ colleges, for 
they will work well together; the common schools TTerving 



31 

as feeders to them, and they, in their turn, furnishing tlie 
necessary teachers, thus making their advantages, and ob- 
ligations eqnal and reciprocal. The failure of the law of 
1837 ]Dnrporting to establish common schools, cannot, in 
truth, be urged as an objection to their establishment now. 
For the law reported at that time to the legislature, was 
never adopted until it was so modified, and so many of its 
essential provisions stricken out, that the friends and fram- 
ersof the original bill, had no confidence in its usefulness, 
and the law of 1838 gave us a new system, allowing no 
time to test even the bill as passed in 1837, relative to com- 
mon schools. And besides, the condition of Georgia has 
materially changed since that time ; her population has 
become more dense ; her resources are vastly more ample, 
and there is so much more interest felt in tlie subject of 
general education. But the question is asked in objection, 
where are the means, and how are they to be obtained ? 
This matter was very properly referred by the Convention 
to the Legislature, for on their wisdom and liberality every 
thing at last depends. We would, however, respectfully, 
offer a few remarks on this subject. In most of the States 
there is a permanent school fund, the interest of which 
only is expended annually; generally this fund is insuffi- 
cient, and the balance is raised, either by a State tax for 
that purpose, or by requiring each town or county to raise 
a certain amount to entitle them to their distributive share 
of the education fund of the State. In the State of Con- 
necticut the fund set apart yields an amount sufficient to 
meet all the wants of education. In Maine and New 
Hampshire, where they have no permanent fund, the ne- 
cessary amount is raised annually by taxation upon the 
whole State, which is evidently the most equitable plan. 
Be not alarmed at the idea of taxation, for we assert that 
there is scarcely a county in the State, in which there is 
not more money expended at this time, than would be re- 
quired to sustain, within its limits, the school system which 
we are recommending. The State of Georgia, by her leg- 
islature, at different periods, has appropriated as an educa- 
tional fund (exclusive of specific appropriations to difter- 
ent counties) more than one million dollars in bank stock, 
includmg one-third of the surplus revenue received from 
the treasury of the United States, which w^as three hun- 
dred and fifty thousand three hundred and thirty-three dol- 
lars. Of all this vast amount in 1843, there remained only 
$262,000 in bank stock, which, at this time constitutes the 
State educational fund. The interest upon which, about 
$20,000, is distributed through the State for the benefit of 
the poor children. As far back as 1836, forty thousand dol- 
lars were annually distributed for this purpose. It is very 
pertinent to the subject, that we enquire what has become 



:12 

of these liberal appropriations. Except the loss b}- the 
'' Darien Bank," the whole amount, " surplus revenue" and 
all has been expended in con,structing the AVestern »& At- 
lantic Rail Eoad. So that is evident, that in strict justice, 
the cause of education has a lien upon the State Road, and 
should the State determine to sell it, or any part thereof, 
the amount of the sale, after discharging her liabilities, 
should be made a permanent school fund. "We are far from 
recommending that policy — an opinion ujion that subject is 
not within our duty. But we will say that when that 
great work, of which the State may well be proud, is per- 
fected, and all the connections are completed under good 
management, it will yield a net revenue ample and sufficient 
to sustain a "systtnn of common schools" as perfect and 
efficient as can be found in the Union. The plan of edu- 
cating all the children of proper ago at common schools, 
free of charge, must commend itself to all classes ; but most 
especially to those who cannot spare both the labor of their 
children and the money necessary for their instruction. 
The larger portion of the children of the State, besides the 
advantages of education, have money and fiimily influence 
to raise them to distinction among their fellows. The only 
chance for the poor boy, is to educate him, and he may rise 
to distinction by his intelligence and worth. The many 
distinguished instances of this great fact cannot have failed 
to attract your attention ; and every reflecting poor man 
must feel that his sons may be distinguished if they are 
educated, intelligent and virtuous. Far be it from us, to 
excite the envy or the prejudice of the poor against the 
rich ; we would rather extinguish these hateful feelings, 
for by educating the poor — by increasing their intelligence, 
and improving their condition, we would remove all tempt- 
ation to the exercise of such feelings. In this very short 
and plain address, only touching the important points of the 
subject, we think we have clearly shown that the educa- 
tion of the children of the State is shamefully neglected, 
and consequently that there is great necessity of some ac- 
tion by the legislature that may wipe out the reproach. 
We may safely estimate the number of the children in the 
State not attending school, at from twenty-five to thirty 
thousand, and this estimate is not confined to the poor, for 
there are thousands of children whose parents are able to 
pay for their instruction, who never enter a school house. 
Education to be universal, must be free. Fellow Citizens, 
we have but imperfectly performed the duty imposed by 
the Convention, l)ut this great subject will be up before 
you again, when we hope more light will be thrown upon 
it. The Judges of the Supreme Court were appointed a 
committee to draft a bill to be presented to the next Legis- 
lature, the wisdom of the selection you cannot doubt. 



33 

A more compotent coiniiiittee could not be selected ; and 
from their high character and elevated position, trom their 
acquaintance with the wants of the State, and the deep 
interest which they take in this subject, and the general 
welfare of the people, we anticipate that their action in 
this matter will command as it will deserve the respect, 
a,ttention, and consideration of the Legislature, and of the 
people of Georgia. 

Your iState is called the model, the " Empir(! State of 
the South." and when we look at her long lino of Rail 
Roads, her Colleges and Seminaries, and her busy Factories, 
we feel with pride that she has earned and deserves the 
appellation ; but our pride is humbled when we reflect how 
many of her children are growing up in ignorance. We 
greatly fear the number is increasing. Should you not 
then arouse and demand of your Legislators action upon 
this )natter ■/ Ask of them, how is this? Do not be put 
off with the paltry excuse that the means are wanting. 
A people possessing three hundred millions of taxable prop- 
erty, cannot lack the means to accomplish any great under- 
taking. And if you are in favor of action on this great 
subject (and we hope and feel that you are) we say to you, 
in conclusion, proht by the experience of the wisest and 
best informed individuals, and the Legnslatures of more 
than two thirds of the States, atid establisih " common 
schools." Under this system, education is- more general 
and useful. Jf you desire that the youths of the countr}" 
shall be prepared to take their places in society, the future 
Legislators of the country, and if you believe that the 
wisdom of our laws, and their faithful execution, the 
blessings secured by well regulated government, the great- 
lu^ss of our country and the permanency of our institutions^, 
depend upon the intelligence and virtue of the people, 
establish "common schools." Every consideration of 
public policy and benevolence, a proper regard for the 
happiness of our people, the honor and the greatness of the 
State, require that abolishing every odious distinction, wc 
should educate all our children. You have the right to 
demand it of the Legislature, and we demand it of you in 
l>ohalf of the children of the State. 

DAVID A.REESE, 
ALONZO CHURCH, 
3 * GEORGE F. PIERCE. 



[APPENDIX C.J 

bj: J53 3m: ^o :e^ X -^ Xji -■ 

To the General Assemhly of the State of Georgia . 

The undersigned Committee respectfally represent tliat, at a 
large meeting ot the friends of Public Education: held in Atlanta 
during the late exhibition of the "Southern Central Agiicnltural 
S'^ciety," the following resolution, among others, was passed . 

"9. That a committee of five be appointed by the Cliairman of 
this meeting, to p'/epare and present a Memorial to the Legislature 
at its approaching Session, setting forth the claims of a general 
system of Public Schools, as affording the only hope oi ever secur- 
ing the great object in view— the education of all the children of 
the State." 

Under this resolution, your memorialists were appointed, and 
they trust your Yo^y will consider this sufficient authority for the 
presentation of this memorial. 

We deem it unnecessary to argue upon truths acknowledged by 
all-— such as the benertts of ageneral diffusion ef Education amo'ig 
the people—nor the duty of the State, as far as possible, as Parcn'< 
Patriot— the mother of us all--in return for our allegiance and sup- 
port, to give us protection and education. These truths are " in- 
grain " in our fundamental law---woven by our forefathers---and 
will never be repudiated by us. 

Nor do we deem it necessary to inform your body of the fact, 
that the people of our State are aroused upon this important suo- 
ject, and through public meetings--the Presentments of Grand 
Juries---the Newspaper Press, ('hat index of public feeling,) and 
every other known channel expressive of the popular wiil---are 
demanding loudly of your Assembly to take some initiative steps 
towards the establishment of a more perfect sy.^tem of General 
Education in our State. 

Nor do we deem it necessary, by argument or persuasion, to in- 
duce you---tlieir representatives — to carry out their will. But sat- 
iSiied that you sympathize fully in the general sentiment of our 
State, we propose only, in obedience to the behests of the respect- 
able meeting by which we were appointed, to submit for your con- 
sideration a i'ew reflections; y^"' at! upon our wants; 5trc»/i(?, the feas- 
ibility of supplying those wants to a very great extent. And 
even in doing tliis we desire to disclaim any intention of trespass- 
ing upon your Legislative function — of devising the best plan to 
remeay existing evils. 



36 

Fii-Kt. 0\\{. Wants — These are coinpendiously summed up in 
the resolution under whieli we are appointed — the Education ofthf 
cMldnn of our Statr. 'J'hat the present system fails to effect this 
ohject is a fact too well known to require reference to the census 
for proof. What are its defects? (We refer to the voluntary 
system, and Poor School system.) We mention only a few : 

1st. It can never reach a large number of children whose par- 
ents — too poor to pay — are too proud to take charity. T//>s chi.'ot 
fcv /ari^e, and will boas long as the spirit of freedom burns strongly 
in their breasts. We will not amplify. We call upon your own 
observation lor proof. 

2d. The miserable pittance paid for tuition out of the Poor 
School Fund can never command competent teachers. The sala- 
ries of teachers in (Georgia — outside of cities and towns — from our 
best information, Avill not average Sir)0 pr/- annum in cash. The 
law of cause and eiVect applies here as elsewhere. We do not 
mean to condemn a/l who are thus eng;iged. Many are worthy 
men and women. We speak only of the necessary consequence 
of these facts. 

3d. We mention as another drawback on our present system, 
the too fre([uent absence of anything like a comfortable house for 
school purposes. Some ruined hut, abandoned as tenantable, is 
too often considered good enough for a school house. 

4th. A general result of all these and other causes in the absence 
of all pride on the part of patrons in the school — the introduc- 
tion of private teachers iu the families of the wealthy, and the 
congregation in the towns of the children of those not willing to 
indulge in the expense of a private teacher, and still mcne unwil- 
ling to be satisfied with the country school. 

Need we argue these points? Who denies their truth ? 

What, then, is our want .', A system which shall remed}' these 
defects, avoiding others. A school to which the children of the 
poorest citizen shall be sent, without submitting parent or child to 
the jeer of pauperism. A teacher who .shall be able to impart solid 
and useful instruction — suthcieut to prepare our youth for the ac- 
tive business of lifl^. School Houses which shall awaken a feel- 
ing of pride in every neighborhood, and cause the richest to feel 
that no private teaching can afford e([nal advantages to the Com- 
mon School ; and thus bring together on a common platform, the 
children of all classes of our communities. To effect these ob- 
jects, we naust have Free Puhli: Schoola in every School District 
in Georgia. In the language of our resolution, this " /.v Me ow/y 
iutpc of i'vvr siruri/iir the great cud." 

So universal is the admission, that this is an object devoutly to 
be whhad, if prarfirahlr, that we will not tax you with further ar- 
gtiment to show this to be our great uant. 

We coaie, then, to the second SlwHl far most important inquiry: 
Is snch a system of Common Schools practicable in Georgia ^ 
Two very grave difficulties are suggested, each deserving calm 
consideration. One is the sparse population in many portions 
of our State — especially the cotton-growing regions occupied by 
extensive plantations. The other is the necessity for very consid- 
ftble funds aninuilhf for the support of so large a number of 
teachers. 

As to thcjirst, we say, to some extent, this is a very formidable 
ditliculty iu many parts of onr State, and that, in that portion iu- 



•37 

fiicated above, it may prove a constant obstacle in the way of*^ a 
thorough establishment of this plan. But we suggest, ihat the 
increasing population annually bringing into cultivation more and 
more of the waste lands of our State, will each year diminish the 
number of localities thus unfortunately situated. And that the 
prospect of securing a good school for their children will induce 
immigration and settlement oh lands up to this time unmfirketable, 
in part, on account of the absence of educational facilities. 

Such, we have been informed, has been the result of this sys- 
tem upon the sparsely settled portions of our sister State of Ken- 
tucky, and such seems to be a conclusion rationnl and philosophi- 
cal. But we remark, ngain : Admitting the full force of this ob- 
jection, shall the State refuse to extend the benefits of this system 
over vastly the major part of her territory, because of the ina- 
bility of certain portions to avail themselves of its blessings — es- 
peciall}'" (as will be seen hereafter) when it is proposed that all 
taxation for this purpose shall be imposed only upon those inhab- 
iting the Districts benefitted thereby ? It seems to us there can 
be but one ansAver to a proposition so plain. Let us do all that we 
can — extend the system as far as practicable — perfect its opera- 
tions — ^just so far as our institutions and condition allow, and not 
be staggered at the outset by the distant tops of some apparently 
impassable mountains. 

For a long time this ol)jection was held to extend over every 
slave-holding State, and the palpable reasonableness of it, to some 
extent, dro^■e good and great men from all eftort in favor of Com- 
mon Schools. But the successful establishment of the system in 
Kentucky and Tennessee, and the rapid strides which are being 
made in the same direction in other Southern States, have convinc- 
ed thinking men that too much force has been nllowed to that ob- 
jection. 

The other difficulty suggested is the want of means to carry out 
so grand a project. 

Have we the means ? We have at present a School Fund, the 
annual income of which is distributed under the Poor School law, 

amounting to the sum of SoOjOOO 

From the profits of the State Road, either immediately, 
or from the ultimate working of Go\^ Brown's plan, or 
from the interest on the proceeds if sold, whichever may 
be adopted by your body— ^we can obtain an additional 
sum of. ! ' 220,000 

Making an annual increase of ' $250,000 

Distributed among the dift'erent counties in Georgia, pro 
rata, according to the entire number of white children, 

an average county would receive 82,000 

We do not pretend that this fund alone would be sufficient— ^as 
such a county would require St least ten school districts, and to 
secure a competent teacher in each District for the entire year 
would require at least Si, 000 more to be laised by a voluntary tax 
imposed by its citizens. Such a tax would not draw as much from 
its citizens for the education of the children as is now voluntarily 
paid in tuition. The few statistics we have been enabled 
to attam on this point, in a few counties, proves this asser 
tioii incontestably. But should any county decline to im- 
pose any tax, two other courses are left. The one, to adopt 



as 

the itinerating system, by which one toaolicr sliDuld divide 
the year — .spendiiifr, say four montlis in eacli District, and 
thus supply three schools. Jj^jur months instruction by a compe- 
tent teacher is better than four years instruction by one incompe 
tent. This plan, we are informed, is found to woik well in the 
State of Tennessee. tStill another plan has been adopted in some 
States, and that is, tor the School Duniuiissioners, after receiving 
the State fund, to notify each School District of the amount com- 
in<? to it from the fund, and then each District raises by voluntary 
snl)Scriptioq as much more as they see proper, which is added to 
the finid for tliat J~)istrict, and tlie best teacher employed which 
. tlie combined fund will authorize. I'liis plan also, we have been 
informed, has been found to work well. 

AVc do not ask your body to compel any county to abandon the 
Poor School system, whose citizens are satisfied with its opera- 
tion"?. 'I'o such we only wish to add an additional fund from the 
proiits of the State Road, and thus render their system more ef- 
ficient. But we do ask that your body will so frame your 
leji'islation as to enable the people of each county to choase bv 
ballot between these respective systems, and wherever the citizens 
of a county are sufKciently aroused to the necessity of a more 
efficient educational scheme, to adopt the one proposed, they may 
have the liberty of doing so. In fact, we would respectfully sug- 
gest that it might be extended even to the towns and cities in a 
county, and allow them within their own School Districts to adopt 
this plan. 

Wo do not hope to perfect at once, a Free School system in our 
entire State. But we can do much, and by inaugurating it even in 
a iew counties, we are satisfied that, as it has been found in every 
other State where tried, to gain annually upon the affections of the 
people, so it will in Georgia soon be voluntaiily adopted in every 
portion of the State where practicable. Surely those sections of 
the State which, from any cause, can never successfully adopt the 
system M'ould not seek to deprive the other counties in the State of 
its blessings, when the State fund is fairly distributed to all, and 
the difference arises only from the mode of appropriation of the 
fund by the counties themselves. Because Southern and other 
counties are so sparsely inhabited as to preclude the idea of conve- 
nient School Districts, should the counties of Upper and Middle, 
or Eastern Georgia be denied the privilege of inaugurating such 
a system within their bounds. 

We are aware that some are wedded to the idea of appropriating 
the profits of the State lload to the reduction of taxes, and such 
an idea is generally very popular with the people — and justly so, 
when the fund otherwise is spent in a manner bringing no immedi- 
ate benefit to the })eople : but that is not the issue now. The 
question, is: Shall thin fund he given to the people in the. 
(vai/ of education, or hy redneins; the taxes l TI7' say that threc- 
J'ourthx of the voters of Georgia will derive more direct pee miiary ben- 
efit by devoting it to Free Education, than by relieving them entirely 
of taxation. And the assertion is easily proved. Because to pay 
tuition under the present sj'stem for their children, cost more to 
three-fourths of our people than the present tax imposed on them. 
To illustrate : A citizen now pays S.i3 for tax, (and three-fourths 
of them do not pay that much.) llelieve him entirely of taxes, 
and you give him §.3. The same citizen has a single child to edu- 



39 

cate, and lie pays from >^J0 to $50 for tuition. Give him a Free 
Scliool and you put in his pocket from $10 to $50. Which isbest 
for him ? 

Again, by a reduction of taxes who Is most benefitted ? Tho 
rich man — who, on his thousands, paj^s his hundreds to the State. 
He who needs least the bounty of the State, is the greatest bene- 
ficiary. The poor man, who pays a Poll Tax is benefitted to the 
amount of that pittance. On the contrary, by Free Education, 
who is most benefitted l The rich man, who hardly feels its loss 
when he pays hundreds to educate his children, or the poor man, 
who can hardly, from his scanty earnings, lay uj) enough to give to 
his children that education, the want of which in himself he has 
so severely felt ? The question answers itself. We feel, there- 
fore, that Ave pander to no popular prejudice and seek noDem- 
agogues's crown. When we say that the tjuestion of apply- 
ing the profits of this Road to Education, or to a reduction of 
taxes, is a question betM^cen the poor man and the rich man, to 
which shall the Legislature extend the bounty of the State ? 

Were our taxes high or oppressive, we would say deal justly by 
the tax-payer, and relieve him of the burden of the State. But 
when, as demonstrated by your Comptroller General, almost every 
sister State levies more than double as much taxation as Geoigia, 
and some of them nearly -nine times as mu.ch, we almost blush at 
the spirit of those Georgians who approach your body with the 
cry of ^/ig7/ taxes ! Consult the digests of the counties where 
■such croakers live, and you will find them returning their thous- 
ands and hundreds of thousands of taxable property. The jteople 
make no such demand. 

■ All of which is respectfully submitted. 

THOMAS R. R. COBB, 
SOLOMON COHEN, 
D. E. BUTLER, 
GREENE B. HAYGOOD. 



[API'ENDIX D.] 

. REP O E T 

OF THE 

UNIYERSITY OF (lEORGIA. 

GO 

UNIVERSITY OF GEORGIA, ) 
Athens, Octobeij 2d, ISGO. j 

To His Kxcdlcncy, 

JOSEPH E. BROWN, 

The Board of Trustees of the Uiiiversit}^ of Georijia, in terms 
of tlie Act of the General Assembly, entitled an Act to aboiisli 
the Senatns Academicus — to give its powers to the Board 
of Trustees of the University of Georgia, and to vest the 
government of said University in said Board of Trustees,, 
assented to, December lith, 1859, ])eg leave to submit thitt 
'their first annual Report. 
J. The receipt and Expenditures : 
The receipts for tlie year, ending July 31st, .,v' 

18GU, amount to the sum of 82(>,772'>>3'5 

of which $4,740, v^^as received for Tui- 
tion, and the balance was recived for 
Banks Dividends, House ^nit and Inter- 
est on BoTids and Notes. 
The expenditures for the same period were 

for salaries of Officers, 14,350 OO 

Repairs and improvements, 1^337 00 

^ Servants hire. Library, Postage, Wood, 
Incidentals, .' 913 87 

S 10,000 90 
The Board also bought a piece of land for the 

Collegiate Institute, for which they paid 

the sum of,.. $ 2,500 00 

The Board also paid towards the House now 

in progress of construction, the sum of,. $ 4,000 00 
This $6,500, was met in part by Ijonds and 

Notes collected. 



42 

2. The accompiinying Ciit'ilogne will funiisli the number of 
Students, their nanies and their diil'erent studies. 
It should be remarked that from January to July ^Jlst, 
there was no President's salary paid, and that the buildinus 
and improvements now in progress, will exiuiust all tin; in- 
come oftheBoard,exc('])l what will arise from the bank stock, 
tuitioi* and house I'ent, wiiich may be estimated as follows : 

Tlieban!\ stock guaranteed by "tlie State, S 8,000 

Tuition,..." 0,000 

House Rent, 700 

Terrell Fund, , 1,200 

Taylor Scholarship, 350 

8 10,2-30 

The annual expenditure may be estimated as 
follows, to-wit : 

Officers salaries, 810,000, which will leave an insufficient 
balance to cover the expenses of servant's hire, library, 
wood, postage, repairs, painting and other incidental expen- 
ses, including the benehciary of the scholarship. 

At the meeting of the board began, and held from the 
27th July, to the 3d of August inclusive, there was a large 
attendance of Trustees, and much interesting action had 
for the re-organization of the Institution. 

The Board created the offices of Chancellor and Vice 
Ohancellor of the University and organized as follows : 

Rev. Andrew A. Lipscondj, 1). D., Chancellor, and Rev. 
P. H. Mell, D. D., Prof, of Moral and Mental Philosophy,, 
Vice Chancellor. 

Wm. A. Rutherford, Jr., A. i\[., Prof, of Mathematics and 
Astronomy. 

Wm. H. Waddell, A. M., Prof, of Ancient Languages. 

Richard M. Johnston, A. M., Prof, of Oratory and Belles 
Lettres. 

James Woodrovv, P. H. D., Prof, of Natiiral Philosophy, 
Chemistry and Natural Sciences. 

Win. D. Wash, A. M., Adjunct, Prof, of Mathematics avA 
Natural Philosophy. 

Dr. Daniel Lee, Terrell Prof, of Agriculture. 

The following paper was agreed to, and submitted at* 
part of this report. The paper was offered by Mr. Cochrane, 
and reads as follows : 

Whereas, By the recent n^-organization of the Universi- 
ty, the perfection of the system, will require several other 
additional professorships to be endowed to make the Uni- 
versity what its founders contemplated, a large surplus rev- 
enue, annually fiovving into the State Treasury from the net 
earnings of the State Road. 

It w therefore Resolved, That the Trustees in their report 



43 • 

to the Executive, under the late laws of the State, be re- 
quested to bring this subject to his notice, and througli 
him, to make application to the Legislature lor the appro- 
priation of One Hundred Thousand Dollars per annum, for 
live Years, for the permanent endowment of the Universi- 

The Degree of Bachelor of Laws was coni'erred upon the 
following CTraduating Class of the Lumpkin Law School, 
viz : 



O. A. Bacon, 
Pope Biirrow, 
P. H. Brown, 
R. A. Chambers, 
J. M. Cleveland, 
Lamar Cobb, 
V. C. Cook, 
James Gardner, 
James S. George, 
W. Robt. Gignilliat, 
Geo. G. Grattan, 
A. A. Franklin Hill, 
W. C. Ploward, 
W. P. Johnson, 
Rosvvell King, 
L. A. Lane, 
S. C.Mitchell, 
L. 0. Niles, 
Geo. L. Peavey, 
A. C. Perry, 
H. J. Randal, 
J. H. Reece, 
Jas. M. Reid, 
Jno. H. Stephens, 
L. J. Winn, 



LaGrange, 

Oglethorpe, 

Griffin, 

Columbus, 

Washington, 

Athens, 

Rome, 

Talbotton, 

Decatur, 

Mcintosh, 

Lexington, 

Athens, 

Oglethorpe, 

Jefferson county. 

Savannah, 

Monticello, 

Griflfin, 

Griffin, 

Zebulon, 

Chattooga county, 

Atlanta, 

Rome, 

Sparta, 

Crawfordville, 

Decatur, 



The Degree of Barchelor of Arts was conferred upon the 
following Graduates of the University : 



W. D. Anderson, 
R. B. Baxter, 
A. M. Brown, Jr., 
T. J. Burns, 
J. H. Cline, 
W. F. Craver, 
J. E. Harper, 
VV. D. Mitchell, 
T. A. Murray, 
C. J. Reese, 
J. C. Rutherford, 



J. H. Thomas, 
Hugh Harris, 
J. J. Head-, 
N. C. Kimbal, 
W. H. Lee, 
Frank Lumpkin, 
Robt. C. Lumpkin, 
R. J. Thomas, 
S. S. Tumlin, 
John Weatherly, 
A. G. Whitehead, 



. 44 

W. A. 'reiiille, Thomas Wniy, 

E. J. Thomas, 
An<l the Drgrpe of Miwter ol" Arts was confi'iTed on 

Thomas A. Merrct,. .1. P. C. Whitehead, 

James R, Tolbert, S. W. ITanis. 

John I). MeGelie(% ' V>. AV. Hogan, 
John Me^Iilliail, Wui. H. ^imms, 

G.W. Philpot, . ]5. M.Heard, 

.). A. Dunn, 

And the Honorary Degree, A. M., on Thomas J. Bacon, 
and the Degree of L. L. 1)., oi> Rev. Joseph C- Stiles. 

The Board lias altered the Commencement, which will 
take place hereafter, on the -Jd AVednesday in July, and 
^lavc also altered the vacations, so as to make tliem take place 
as follows : 

Summer vacation from Commen-cement to the 1st Sep^ 
tcmber, and Winter vacation from 1st December to 5tli 

January. 

The Board finally organized itself by electing Col. Wm. 
H. Jackson, its permanent Piesidetit, and requiring its an- 
nual report to be aullienticated to the Governor by his sig- 
nature. 

Th(! foregoing with the connnunications to the Senatus 
Academicus in November last, will fully exhibit the actings 
and doings of the Board for the past College year. 

In testimony whereof the President of the Board has 
hereunto set his hand this October 2d, ISGO. 

WILLIAM M. JACKSON, 

President. 

LNIVEBSITY OF GEORGIA, } 
AtiiKXs, OcT0REi{ 4th, ISGO. 5 

IJlx KxccUenai, 

JOSEPH E. BROWN.: 
Dear Sir — In the communication made a few days ago, 
exhibiting the actings and doing of the Board of Trustees 
of this Institution, it was omitted to be stated, that the 
rates of tuition had beeri advanced from S50 to $75 per an- 
num, and tiie object of this note is to supply such omission. 
Very Respectfully, 

^'our obedient servant, 

ASBURY HULL, 

Secretary. 

Please havt; the alteration nnide in the printed Cata- 
logue, where the rate is printed fifty. 

Tln^ $7') now charged, ^covers tuition, Room rent. Library 
fee and seivants' hire. 



-[APPENDIX K.] 

THE LAWS OF FORCE 



ON Till': 



SUBJECT OF E D U ( A T 1 N . 



-Oo- 



An Act to provide for the Education of the poor, asseuted 
to, December 27th, 1843.' 

Sec. 1. Be U enacted, That fi'oia aud after the passage of 
this Act, it shall be lawful for, the. Justices of the Inferior 
Courts of the several counties in this State, and thevare 
hereby authorized to levy and collect an extra tax in their 
respective counties sufticient, together witli such funds as 
may be received from other source^s, to (educate tiie poor 
children of their respective counties j Vromdcd, such, tiax 
shall not be levied without the recommendation of the 
Gtand Jury of the first Coui't in each vinir, and tliat said fund 
shall be kept separate from all other county funds and used for 
no other purpose whatsoever. 

Sec. 2. Said Justices of the Inferior Court are hereby au- 
thorized and empowered to require the Justices of the 
Peace, or other person in the several militia districts in 
their respective counties, to furnish them, at such times as 
they may require, with a list of such children, between the 
ages of eight and sixteen, in their several districts, as may 
need total or partial assistance in obtaining their education ; 
to apportion tiie funds among them at their discretion, ac- 
cording to their respective necessities ; to appoint Coinmis- 
iiioners or such other persons as they may deem proper, 
without compensation, to superintend the proper applica- 
tion of the fund, and the education of the poor ; and to paiss 
and enforce such rules and regulations as they may deem 
best calculated to promote the objects of this Act, Piovkhd^ 
the same are not repugnant to the laws of this State. 

Sec. :i. For the purpose of aiding in the education oftb« 



• 46 

poor, as herein before provided, seventeen liundred and 
thirty-three sliares of the capital stock of the bank, of the 
State of Georgia, eight liundred and ninety shares of the 
bank of Angusta, and all of the available assets of the Cen- 
tral i'ank, after the payment of its debts, be, and the same 
are hereby set apart, and a{)pro])riated as a permanent edu- 
cation I'uiul, the annual income whereof shall be <listribut- 
ed to the several counties of this State, and paid to the 
Justices of the Inferior Courts thereof rateably in proportion 
to the niunber of })Oor children therein, as herein set forth. 
And the scrip for the bank stock aforesaid shall be deliver- 
ed to the Treasurer of the State, and said stock shall hence- 
forth be under his nianaji^enient and control, lor the purpos- 
es .iforesaid: 

An Act .to provid(? for the education of the children of this 
State between certain ages, and to provide an annual sink- 
ing fund for the extinguishment of the public debt. 

Sec. I. T/ic (icnrral Ast^r.mhhj (if Genrgia do cmtct, That one 
hundred thousand dollars of the net earnings of the Wes- 
tern and Atlantic Railroad shall be annually appropriated 
to the purpos(!s of education hereinafter specified. 

Sec. 2. The fund set apart in the lirst section of this Act 
shall be added to the present school fund [l] of this State 
to be divided out among the several counties thereof ac- 
cording to the return of all white children thereof between 
the ages of eiii'lit and eighteen, and that each county hereby 
have the power to use, enjoy and dispose of the fund they res- 
pectively receive for educational purposes, in such manner 
as they ' may see fit and proper ; the plan for each county 
to be devised by the Grand Jury thereof with the Ordinary, 
and if the Grand Jury and Ordinary fail or n-fuse to devise 
a plan, then said liind to be used and employ <mI under exist- 
ing laws ; FrovuJcil, that in all cases the said fund shall be 
used for instruction of children in the elementary branches 
of education ; Afid provided Otrfher, that that portion of said 
funvl to be distributed to (Chatham county shall be expended 
by the Justices of the Inferior Court through the school 
(Commissioners of said county. 

Sec. 3. Be. it further enacted, Th^it the Receiver of Tax Re- 
turns of each county shall recpiire'of each tax payer, when 
giving in ])is taxable property, to returu, imder oath, the 
n\imberof his children between the ages eight and eighteen 
years, and it shall be the duty of tin.' Grand Jury of each 
county, at the next term of the Court after the Tax Receiver 
has completed his digest, to examine the same, jand if any 
of said children are left out of the returns," then the said 
nVaud Jury shall make every elfort in their power to as- 



47 

certain the names of those omitted and have them added to 
the rest. • 

Sec. 4* Be it further enacted, That in order to augment 
8aid,educational fund, whatever fund may be in the Treas- 
ury not otherwise appropriated at the time of such appor- 
tionment, over and above the expenses ordinary and extra- 
ordinary ot the State Grovernment, shall be added to the 
fund herein before set apart for educational purposes, and 
distributed in the same manner. 

Sec. 5. Be itfartfirr enacted, hij the anthoriti/ a/hresaid, That 
the Inferior Court of each county, shall, upon a recommen- 
dation of the Grand Jury thereof, assess such per cent upon 
the State tax as they may deem right and proper, if any, to 
augment said educational fund for said county ; and the Or- 
dinary of each county shall be the Treasurer of said fund, 
and shall give bond to the Justices of the Inferior Court in 
the sum of double the amount appropriated to his county, 
and the scvcrarOrdinaries shall make out and present to 
the Grand Juries at the Spring Term of the Superior Courts, 
a full account current of all receipts and expenditures, stat- 
ing items and amounts left over from previous 3'ear.s, and 
shall mak-e oath to the truth of their accounts, and a false 
oath thereon shall be punished as perjury. 

Sec. 6. Be it further enacted, Tliat the tuition of those chil- 
dren entitled to participate in this fimd, who shall attend 
school out ot the county in which they reside, shall be paid 
out of the fund of the county in which they do reside. 

Sec. 7. Beit further enacted. That the Governor be, and is 
hereby authorized to draw his warrant on the Treasury for 
such sums as may be in the Treasury, subject to distribution 
under this Act, in favor of the Ordinary of each county, on 
the third Monday of November of each year; Provided, the 
Ordinary shall have lirstfurnished the Governor with the num- 
ber of children in his county between the ages aforesaid, the 
number taught the elementary branches of an English educa- 
tion, the nundaertaught the higher branches ,of education, and 
the rates of tuition in the elementary, and in the higher 
branches, and all other facts and statistics which His Ex- 
cellency may require said Ordinaries to obtain and return, 
and which he may deem useful in aid of future legislation. 

Sec. 8. Be it further enacted, That the several Ordinaries, 
as a means of collecting of the Teachers or 'I'rustees of 
schools and Academics, the information and statistics con- 
templated in this Act, shall have the power to withhold the 
'fund appropriated or due any Teacher or Trustees until 
his terms or requisition for information are complied with ; 
and no teacher shall participate in the benehts of tiiis fund 
ior any tuition rendered, until he shall obtain the certificate 
of a Board of examiners appointed for that purpose, by the 
Justices of the Inferior Courts of his qualifications to teach 
the branches of education contemplated by this Act, and 



4S 

also of good moral character; and the s.ild Hoard orcxam- 
iiR'rs shall iiiakf oath in exef\' instance, to discharge i'aith- 
lully their duties aud to decide inipartially. 

iivc. iK Ik k.fardicr luacud, Tiiat the Governor shaU he 
hereby authorized and required, as far as may be practica- 
ble, to substitute other State bonds bearing the same rate 
of interest, for those now in the hands of holders, and that 
he issue new bonds, and arrange them upon such a sclH^luie 
and payable at such ]){;rio<l or periods in the future, as that, 
by providing annually a sinking fund of a certain amount, 
the whole princi})al of the public debt, (tiie interest being 
semi-annually paid as now provided by law,) this sinking 
fund, when ■ ascertained, shall be regularly and punctually 
paid out of tlie net earnings of the Western and Atlantic 
liailroad, and uutil the schedule of the public debt is lixed, 
diid the ajnount of sinking fund is ascertained, the Govern- 
or shall use so much of the earnings of the road as shall be 
uecessary to meet the bonds annually falttng due, in pay- 
ment of "the sanu?, aud in the purchase or payment ofotln'r 
bonds, the period for the payment of v/hich is lelt to the o[i- 
tion of the 8late. 

Sec. 10. Jk'il I'urlher rnacicd, That whenever the Govern- 
or shall, by means of the sinking fund or by any other fund 
applicable to the purpose, pay and take up any portion of 
the bonds of public debt, he sliall issue an equal amount of 
bonds in suuis of one thousand dollars, bearing interest at 
six per cent, payable at sucli period in the future as he may 
deem best for the objects and intercuts in view, to the Sec- 
retary of State as.thp Trustee of the educational fund of 
Georgia, so tliat as the public debt is extinguished, the ed- 
ticational fund shall be increased^ and the interest on said 
educational iund shall be annually appropriated to educa- 
tional purposes. 

i^ec. 11. Be It fuillirf aiackil, That the Governor be au- 
thorized to make a deposit in either of the banks of Savan- 
nah or Augusta, on the best terms practicable, of any mon- 
eys which may accunmlate in the Treasury, and which may 
be subject to the a[»[»ropriations contemplated by this Act: 
vsuch deposits to be made upon the condition that such por- 
tion of it as shall belong to the fund provided for distribu- 
tion for school purposes in this Act, shall be drawn by the 
third Monday in November in each year, and such portion 
of said deposits as fornis a pait of the sinking fund under 
the provisions of this Act, shall be drawn at any time, at 
tlie option of the Governor, wheji he may have an opportn- 
nity to purchase at par tlie bonds of the State. 

Sec 1'2. This Act shall take effect immediately. All coja- 
Hicting laws to the contrary notwithstanding. 



49 

AN ACT 

To alter and amend an Act entitled An Act to provide for 
the Education of the Children of this State between cer- 
tain ages, and to provide an' annual sinking fund for the 
extingLiisliment of the public debt, assented to Decem- 
ber the l-itli, ISoS. 

Sec. 1. Be /■/. c/KfcleJ, ^1:, Tliat the sums of money appro- 
priated in the above recited Act, for educational purposes, 
and whatever sum or sums of money may be hcieafter ap- 
propriated for purposes of education, by the General As- 
sembly, shall be expended for said purposes, as hereinafter 
provided. 

See. 2. Be it farllu:r cikicIcu, Tiiat the above recited Act 
is hereby so altered and amended as to entitle children be-- 
tween the ages of six and eighteen to its benefits; and the 
number of children between certain ages shall be aseer-- 
tained in the same manner as that of children between the 
ages of eight and eighteen, contemplated in the above re- 
cited Act. 

Sec. 3. Be it further enacted, That the words Elementary 
Branches, wherever occurring in the Act of which this is 
amendatory, shall be construed to mean Spelling, Reading, 
Writing and Arithmetic; but the children entitled to the 
benefits of the Public School Fund shall not be debaired 
from pursuing the studies of English Grammar and Geo- 
graphy, — the tuition of which shall be paid for out of said 
funds, p-omded said tuition shall not exceed the rates of six- 
teen dollars per annum. 

Sec. 4. Be it farther enacted, That, in each county of this 
State, there shall be a Board of Education, which Board 
shall consist of the Justices of the Inferior Court, the Or- 
dinary, and some other person to be selected by said Jus- 
tices of the Inferior Court and Ordinary, having reference 
to his proficiency in the "Elementary Branches" upon 
which teachers are now or shall be required to be exam- 
ined; and a majority of this Board shall constitute a quo- 
rum for the transaction of business. 

Sec. 5. Be it further enacted, That it shall be the duty of 
the said Board of Education, in each county, to disburse 
whatever amount of the Common School Fund to which 
the county may be entitled by law, together with any funds 
which may be raised by taxation or otherwise, in such 
county, for educational purposes, in such way as shall, in 
the judgment of said Board, best promote the cause of 
general education in their respective counties; it shall be 
the further duty of said Board of Education to act as a 
Board of Examiners, who may examine all teachers who 
participate in the public school funds, upon the '^Elemen- 

4 



tarv liram-lics," — also iijxni Knglisli CJraniiiiar and Geo- 
graphy, it' the teacher applying for examination shall de- 
sire; and the said Board shall give the eertiticates now re- 
quired bv law, upon being satisfied f'roni e.xaminution <»• 
otherwise! that the said teachers are competent to teach the 
*'El«>mentary liranches"' contemplated by this Act, iiro- 
vidcd said certificates shall, in all cases where teachers pro- 
pose to teach the English ( {rammar and Geography, specify 
their com})etenc)' to teach the same; and the aforesaid 
Board shall be allowed to make examinations, and give 
certificates, without taking the oath now prescribed by law. 
Sec. G. Be it further enactcil, That the Ordinary shall be 
the Treasurer of the Board of Education, and disburse the 
school funds according to their orders, — said orders to be 
signed by a majority of the I'oard, exclusive of the Or- 
dinary, and they shall be kept by the Ordiiuuy as vouchers 
to be exhibited, with the accounts of disbursements, to the 
Grand Jury, at the spring term of the Superior Courts of 
their respective counties; the said Ordinary shall give bond 
and good security, to be judged of by the Board, as is now 
required by law; and, in the event the Ordinary shall refuse 
to act as Treasurer, or be unable to give such security, the 
Board of Education shall have power to select some other 
jesponsible person, to act as Treasurer of said Board, who 
shall be re([uired to give bond and security as aforesaid. 

Sec. 7. Be it farther enacted, That, in all cases where the 
said Treasurer shall refuse to pay out any school funds in 
the manner now n'quired by law, which may be in his 
liands, and complaint of such failure being known to the 
Board, said Board, or a majority of them, shall issue a Bvle 
Xini against such defaulting Treasurer, reipiiring him to 
appear before the Board within ten days, to show cause of 
such refusal ; and, upon failing to appear, or to show good 
and suflicient cause for such ]-elusal, the Board shall issue 
execution against such Treasurer and his securities, which 
judgment shall be conclusive. 

Sec. 8. Be it further enacted, That au)^ Treasurer who 
shall fail or neglect to pay out such money, at the propei- 
time, shall be liable to pay interest on the amount not jiaid 
out, at the rate of twenty per cent, wliicli shall be recpiired 
in the execution issued as aforesaid. 
Sec. 9. Repeals confficting laws. 

(Pakt of PinvATE Act, Ko. 12S.) 

Sec. 1 . Be it enacted, That the Act for the relief of certain 
teachers of poor children, in the county of Decatur; also 
to provide for the payment of accounts of teachers of poor 
children, throughout the State, where such children have 
not 1 een returned according to law, — approved March oth, 



51 

1856, — shall be so construed and understood as giving Or- 
dinaries, only, the power of paying such accounts of teachers 
of poor cliildren, as therein described, out of the poor school 
funds which may be in their hands, unappropriated, for the 
years in which said accounts may have been made. 

AN ACT 

For laying out two or more counties to the westward, &c., 
(Franklin and Washington,) — approved Feb. 2-3, 1784. 

And AVhereas, the encourangemc'nt of religion and learning 
is an object of great importance to any community, and 
must tend to the prosperity, happiness and advantage of 
the same: 

Sec. 11. Be it fiirlltcr enacted, ^v., 'Vhixt the county Sur- 
veyors, immediately after passing of this Act, shall proceed 
to lay out, in each county, twenty thousand acres of land 
of the first quality, in separate tracts of five thousand acres 
each, for the endowment of a college or seminary of learn- 
ing, and which said lands shall be vested in and granted in 
trust to his Honor the Governor, for the time being, and 
{seven persons named,) and their successors in office, who 
are hereby nominated and appointed trustees for the said 
college or seminary of learning, and empowered to do all 
such things as to them shall appear requisite and necessarv 
to forward the establisliment and progress of the same, and 
all vacancies shall be filled up by the said trustees; and the 
said county surveyors shall, in six months after passing of 
this Act, make return to the trustees herein before men- 
tioned, of regular plats of all such tracts as shall have been 
laid out and surveyed by virtue of this Act, 

Sec. 12. The land granted as aforesaid shall be exempt 
from taxes. 

AN ACT 

For the more full and complete establishment of a public 
seat of learning in this State, — approved Jan. 27, 1785. 

As it is the distinguishing happiness of free governments 
that civil order should be the result of choice, and not ne- 
cessity, and the common wishes of the people become the 
laws of the land, their public prosperity, and even exist- 
ence, very much depends upon suitably forming the minds 
and morals of their citizens. When the minds of the people 
in general are viciously disposed, and unprincipled, and 
their conduct disorderly, a free government will be attended 
with greater confusions, and evils more horrid than the 
wild, uncultivated state of nature. It can only be happv 



wliere tlie jmblic- piiucipU'.s and oj»iiiioiis are properly Ji- 
V(^cted, and their iiiaiiuers reiiulated. Tliis in an intiuence 
beyond the stretch of laws and punishments, and can be 
claimed only by religion and education. It should, there- 
fore be among the first objects of" those who wish well to 
the national prosperity, to encourage and support the 
principles of religion and morality, and early to place the 
youth under the forming hand of society, that by instrnc- 
tion they may be moulded to the love of virtue and good 
order. Sending tljem abroad to other countries, for their 
education, will not answer these purposes, is too humiliating 
an acknowledgment of thi; ignorance or inferiority of our 
own and will always be the cause of so great foreign at- 
tachments that, upon pi'inciples of policy, it is inadmissible. 

This country, in the times of our common danger and 
distress, found such security in the principles and abilities 
which wise regu ations had before established in the minds 
of our counti'ymen, that our present happiness, joined to 
the pleasing pi'ospects, should conspire to make us feel our- 
selves under the strongest obligation to form the youth, the 
rising hope of our land, to render the like glorious and 
essential services to our country. 

And Whkijeas, for the great purpose of internal educa- 
tion, divers allotments of land have at ditferent times been 
made, particularly by the Legislature, at their session in 
July 17s:), and February 17S4, all of which may be com- 
prehended and made the basis of one general and complete 
establishment: 

Therefore enacted, 

Sec. 1. That the general superintendence and regulation 
of the literature of this State, and in particular of the pub- 
lic seat of learning, shall be committed and intrusted to 
one board, denominated "The Board of Visitors," hereby 
vested with all powers of visitation, to see that the intent 
of this institution is carried into eftect. 

Article 4th, Section 13th, of the Constitution of 
Georgia. 

The arts and sciences shall be promoted in one or more 
seminari«'s of learning, and the Legislature shall, as soon as 
conveniently may be, give such further donations and privi- 
leges to those already established, as may be necessary to 
secure the objects of their institution; and it shall be the 
duty of the (general Assembly, at their next session, to pro- 
vide effectual measures for the im})rovement and permanent 
securitv of the funds ;ind endowments of such institutions. 

Approved and assented to, the l;Uh May, 17!)s. 



[APPErsDIX F.] 

A BILL to be entitled An Act to provide for the education 
of the yo 
education 



of the youth of Georgia in the rudiuients of an English 



Sec. 1. B( ii ruaded, i]r., That at the next general elec- 
tion for county officers, there shall be elected in each and 
every county of this State, by the legal voters, two Super- 
intendents of Education, who shall hold their office for four 
years, or until their successors are elected and qualified, 
\vho, together with the Ordinary of the county, shall be 
and are hereby constituted a body corporate and politic, for 
the supervision and encouragement of education in each 
county in this State, with power to sue and be sued, and 
to have and to hold all real and personal estate which may 
be given, granted, or bequeathed to them and their succes- 
sors in oflice, for the purposes of education. And in the 
event of any vacancy occurring in said Board of Education 
by death, resignation, or otherwise, it shall be the duty of 
the Justices of the Inferior Court to advertise, after twenty 
days notice thereof, to order an election by the people of 
the county to fill said vacancy. 

Sec. 2. Be it further enacted, ^c., That it shall be the duty 
of said Board of Education, on the second Monday in Jan- 
uary of each year, to assemble at the court house of their 
respective counties, for the purpose of examining all such 
persons as may apply to tliem for a license to leach school 
in their counties, and fix their tuition fees for said year, 
provided said board shall have power to discriminate in said 
rates between the teachers applying. It shall be the duty 
of said board to issue licenses to all such, and those only, 
whom they shall find, after strict examination, to be com- 
petent to teach reading, w^riting, arithmetic, English gram- 
mar, and geography ; provided, however, that if competent 
teachers cannot in all cases be provided, the Boards of Edu- 
cation may license the most competent they can get, giving 
preference, however, to the most competent ; and in case 
there be more applicants than can be supplied with schools, 
qualifications being equal, that said commissioners shall se- 
lect Southern men and Southern ladies as teachers in said 
schools, to the exclusion of all others. Said board shall 



o4 

koop a docket, ooiituiniiig the names of all persons whom 
they may license to teach, and the dates of their license; 
and tiiat said Board of Education be authorized to retain 
the sum of one dollar out of said fund raised by tin' fifth 
section of this Act for each license so granted, or so much 
as shall be necessary to purchase the recpiisite books in 
which to record their proceedings. 

Sec. :J. Be it further enacted, i^c.. That it shall be the duty of • 
all licensed teachers, in every county in the State, on or be- 
fore the first Monday of Scpteniber of each and every year, 
to make return on oath to said Boaj'ds of Education, the 
names and places of residence of all their pupils, and their 
parents or guardians, who are taught the branches 6f Eng- 
lish education enumerated in the second section of this Act 
in their schools, and in those branches only, the length of 
time taught, and the amount of tuition fees due for the 
education of said pupils; and it shall be the further duty of 
said teachers to make such other returns of statistics and 
other information required by a circular for that purpose, 
that may be issued and directed by the Board to said teach- 
ers. It shall be the duty of said Board of Education to 
meet at the court house of their respective counties on the 
second Monday of December of each and every year, to au- 
dit said accounts; if doubt shall arise as to the accuracy 
and justness of said accounts, they shall ]:ave power to 
summon and examine witnesses; if they shall hnd them 
correct, they shall approve theni and draw^ an order for 
their payment upon the tax collectors of their respective 
counties in favor of said teachers or their order; if they 
shall disapprove of them, they shall i-eject them. 

Sec. 4. Be it further enacted, ^'c, That if any licensed 
teacher shall charge and collect tuition fees from the citi- 
zens of this State, for teaching the branches of English edu- 
cation enumerated in the second section of tliis Act, he or 
they shall forfeit his or their licenses, and be subject to an 
indictment for misdemeanor, and on conviction shall be 
fined in a sum not less than one hundred nor more than live 
liundred dollars. 

Sec. r5. fk it further enercfrd, i!)c., That it shall be the duty 
of said Board of Education, on or before the lirst ^Monday 
in October, v.hen all the accounts of teachers and lists of 
pupils in theii- respective counties have been returned, as 
provided for in the preceding section of this Act, to consoli- 
date the same, and upon ascertaining the amount due to li- 
censed teachers for tuition fees as aforesaid, to assess a tax 
upon the State tax in each county of sufHcient amount to 
pay the tuition fees due the licensed teachers of each coun- 
ty, provided the same does not exceed one hundred per cent, 
on the State tax. And if said assessment shall not be suf- 
hcient to pay all the tuition fees of the licensed teachers in 



oo 



any county in this State, it shall be the duty of the (lover 
nor to draw his warrant on the treasury on the fund here- 
inafter set apart for that purpose, in favor of the Board of 
Education of said counties in which such deliciencies occur, 
for amounts wiiich shall be sufficient to supply the defi- 
ciencies aforesaid ; and if there shall not be any portion of 
the fund in the treasury hereinafter to be set apart, it shall 
then be th(i duty of the Governor, witli the act of the 
Comptroller fTeneral, to levy an assessment upon the State 
tax of all the counties in the State, sufficient to pay the de- 
ficiencies in amounts due, teachers in the counties where 
such deficiencies occiir, provided that no county shall par- 
ticipate in the new assessment which had not, in the first 
assessment made by the county Board of Education of said 
county, raised tlie sum of one hundred per cent, on their 
State tax. 

Sec. 6. Be iffi/rther enacted, S)V., That wlien the taxes col- 
lected in any county in the State for educational ])urposes 
are insufficient to pay the order of the Bonrd of Education 
in their respective counties, for tuition ft;es as aforesaid, 
said orders shall be presented and paid at the treasury of 
the State. 

Sec. 7. Be It further e/iacied, c^';-., That the orders of the 
Boards of Education paid by tax collectors, shall be received 
as cash from the tax collectors of the diiferent counties in 
the State, in the settlement of their accounts with the State 
treasury, and shall be accounted for as cash. 

Sec. S. Be it further enacted, &c.. That the present poor 
school system is hereby abolislied, and the poor school funds 
of the State are hereby merged in the conunon fund of the 
State, and may be used in the payment of the ordinary ex- 
penses of the Government. 

Sec. 9. Be it further enacted, ^v., That this system of 
Common School Education shall take effi^ct from and after 
the first day of January, 135 — . 

Sec. 10. Be it further enacted, if^'c, That all laws and puts 
of laws militating against the provisions of this Act are 
hereby repealed. 



The Committee on Education, to whom was referred a 
Bill to extend the system of Public Education in this State, 
beg leave to report that they have duly considered the same, 
and recommend that the bill do pass, with the following 
amendment, to be added as a new section at the end of the 
bill, to-wit : 

Sec. 7. Jnd he it further enacted, hy the authorittj aforcsaio, 



56 

That the said Treasurer shall give homl to the State, witli 
sufficient sureties thereto, in such sum tis the Coniinission- 
rrs may deem necessary, conditioned for the taitlilul dis- 
charge of his duties, and shall receive such compensation ;is 
said Conmiissioners may determine. 

Respectfully submitted, 

C. P. SULLn^AN, Chairman. 

In the House of Representatives, [of South Carolina,] 
November 29, 1850. 

A JilLL to extend the system of Public Education in this 
State. 

Sec. 1. Be it vnacicd h)j the Srnatc and House of Ilcprcscnla- 
tirr.it now met cnid sitting in general asscmbhj, and bij the aiithort- 
tij of the same, That the Commissioners of Free Schools in 
each District and Parish are authorized to lay out and es- 
tablish one or more School Districts in their respective Dis- 
tricts and Parishes, for the pui-pose of receiving the benefit 
ofiered by this Act; and in every such School District to 
erect a school house, upon the plan most approved for their 
purpose, and to furnish the same with suitable school fur- 
niture and arrangements. 

Sec. 2. As soon as any such school house shall be com- 
pleted and furnished, it shall be the duty of the Board of 
(.'onmiissioners for the District or Parish in which such 
school is located to })rocure teachers for as many children 
as can be taught therein. And all the children residino- 
within the particular School Disti'ict, between the ages of 
seven and seventeen, shall have an equal right to receive 
education at the said school ; and the number and salaries 
of the teachers, and the books to be taught, and the system 
and conduct of the said school shall be subject to the regu- 
lations which shall be made in each respect by the l->oard 
of Commissioners. 

Sec. 'i. The whole expense incurred in erecting each 
school house, and in furnishing the same, and in purchasing 
tlu! land suitable for its use, shall be defraycnl one-half by a 
tax upon the persons and pro[)erty within the School Dis- 
trict in which such school house is situate, and the other 
half by the State Treasury ; and to that end, the Board of 
(Commissioners of Free Schools in each District or Parish is 
hereby made a body politic and corporate, to purchase and 
hold such school liouses and the lands, furniture, books and 
property which they deem suitable ibr the same, and also 
to receive any donations, devises, or bequests for the use of 
any school ; and the said Boards respectively are author- 
ized to raise and levy a tax upon all persons and property 
%\-ithin the limits of each School District, in the sanse man- 



5t 

ner and upon the same principle as is now allowed by law 
to the Commissioners of the Poor, to &n extent not exceed- 
ing twenty-five per centum on the general tax of each per- 
son, which said tax the Tax Collectors are hereby required 
to collect and pay over as is by law requii-ed wlien taxes 
are laid by Commissioners of the Poor; and whenever the 
Tax Collector of any District or Parish shall certify to the 
Comptroller General that any such tax has been levied and 
paid, the Comptroller General shall cause an equal amount 
to be paid from the State Treasury to the Board of Com- 
missioners of Free Schools of each District or Parish, for 
the use of that particular School District in which such tax 
shall have been raised ; and all the monies so raised and 
paid over shall be expended for the exclusive use of the 
School District so taxed as aforesaid, by a Treasurer to be 
appointed for tliat purpose by the Board of Conmiissioners, 
and shall be accounted for to the said Board, and by them 
reported to the Court of Common Pleas, in the manner now 
required by law as to monies expended by the Commission- 
ers of the Poor. 

Sec. 4. The annual expenses incurred in the education of 
pupils and in furnishing books in each School District shall 
be paid partly by the State and partly by a tax to be levied 
and assessed upon all the persons and property within the 
limits of such School District. The said tax may be levied 
and assessed in th" same manner and to the same extent as 
is prescribed above in Section -kl of this act. The portion 
to be paid by the State shall be equal to that raised by the 
tax upon the School District, until such payment by the 
State shall amount to five dollars for each pupil taught in 
the school ; and after the first year no pupil shall be reck- 
oned who shall not have been taught at the school for at 
least six months of the preceding year, including vacations 
and temporary absences ; and whenever pupils for such 
fractions of a year are reckoned, their number shall be re- 
duced to an equivalent number of pupils for the whole 
year. And all monies raised and expended under this clause 
shall be paid over, expended and accounted for in the same 
manner as is provided in (he third section of this act. 

Sec. 5. In those Districts or Parishes wherein no School 
District shall be established under this act, the Commission- 
ers of Free Schools may continue to apply as heretofore the 
appropriations made for Free Schools ; and in those Dis- 
tricts or Parishes wherein School Districts shall be estab- 
lished under this act, the respective Boards of Conmiissioner.s 
shall certify to the Conq>troller General the amount which, 
in their judgment, is the just portion of the monies now ap- 
propriated for Free S.^.hoois which ought to be paid for the 
use of that part of the District or Parish embraced within 
such School District, and the Comptroller General shaii 



•)S 

cause such })ortiou to be paid to tlic Treasurer of such 
School District, and shall crfidit the same against the 
amount directed by this act to be paid I'wr education in such 
School District. 

Sec. <). For the purpose of f>ivinu- j)rop('r information to 
the various l^)oards of Connnissioners, and of producing uni- 
tonnity as far as may be practicable, the Governor is au- 
thorized and reqilired to furnish each IjoaVd of Commission- 
ers of Fi'oe Scliools with such appi"ovcd pUins and designs 
of school arcliitectnre and furniture, and with such books, 
documents or other information as he may deem most use- 
ful in p!0)noting the cause of general education in this 
State. 



SPEECH OF MR. MEilMlNCiEK, 

licforc tltc House of Jleiirfsoifatin's of' South Carolnid, on the 
Bill to (s/ahlish tltc Common School Stjslcm ojEduciUion. 

Mr. Si'EAKEit': There are some subjects wliich liowever 
frequently discussed, carmot fail to engage attention. They 
involve the hopes and destiny of new generations, and are 
as vital to the interests of each, as the yearly renewal of the 
seasons or the dully return of the sunbeams. Education 
stands prominent .-mong these subjects, and the annual 
discussions which have been heard on this floor, evince the 
interest which is felt both by the people of our State and 
by their Representatives. From every ([uarter comes up a 
cry for help to this great cause. Everywhere its impor- 
tance is acknowledged— eviMywhere the inadequacy of the 
agencies for its advancement aricr deplored. Urged forward 
})y these loud ctdls, the State v.-as induced to double the 
amount of money which she had' contributed. Still, how- 
ever, the same cry continues, and the concurring testimony 
of the Commissioners of Free Schools throughout the State 
assures us, that the present system fails to accomplish the 
ends for which it was instituted. 

Upon a question so eminently practicable, the experience 
of others in circumstances analogous to ours would offer the 
most natural and certain solution of tlie difliculties which 
surround it. Our nearest neighbor, North Carolina, for six- 
ty-ibur years tried the same system of Free Schools, and 
the result was, that, in all that State, there were at school 
only 19,493 pupils. In 1S40 she changed her system and 
adopted the Common School S3^stem, and after fifteen yeai's 
the children at school amounted up to 140, 000 ; a corrcs- 



59 

poiuliiig cliange took place in the iminbers of students at 
colleges and acadamies. 

The students at college were I'aisod from I5S to J.,000 ; 
and tliose at academies from -i^JOS to 9,000; thus proving 
tliat the whole cause of education had been advanced. The 
Superintendent of Education in that State, i-eports that lif- 
teen years after t!ie Conanon School sj-stem weut into ope- 
ration, the numbers of those who .could not read and write 
were reduced froiu 1 in every 7^ adults to i in evei'V 1-5 Oi' 
■20. " , " 

This remarkable result, under all the (lisadvautages. wliiQli 
the system has had to contend with, in North Carolina, is 
CQnfirmed by the experience of other States, to whicii- re- 
ference will hereafter be made. Jiut in this connection I 
will mention the experience of Upper Canada, for two rea- 
sons, first — because the system there adopted is similar to 
that which is proposed by the bill now under consideration, 
and secondly, because the extent of the country and the 
sparseiiess of its population furnish analogies completely 
litting the condition of our own State. Prior to lSl-1 Up- 
per, Canada was so discontented with her system of public 
schools, that she reduced the appropriation for them from 
$i4,000 to $10,000 per annum. Jn ISil the present Com- 
mon School system was adopted and $80,000 were appro- 
priated by the Legislature fiom the public treasifiy. The 
same amount Vv-as raised by assessments and subscription of 
the inhabitants. After eight years trial of the system, the 
voluntary assessments had amounted up to S.250,000 ])er an- 
num ; and in 1854: upwards of half million of dollars was 
cheerfully paid by the people to the support of Common 
Scliools. The attendance of pupils had increased from GG^- 
000 to 104,000, which after making allowance for the in- 
crease of population, raising the proportion of educational 
increase from 100 to upwards of 400 percent. 

These facts distinctl}^ point to the remedy which it is my 
purpose to urge upon your attention. We all agree th.at 
the State is dee[)ly interested in the education of all her 
children. We all de!-;ire to see this education extended to 
every one — we have freely opened the purses of the tax- 
payers to effect this great end. Hitherto the point of our 
exertions has been manifested only in one direction. The 
South Carolina College has returned to the State its whole 
outlay, with ample interest. The intelligence and learning 
of the higher classes of society in our State will compare fa- 
vorably with any State in the Union. Where can be found 
a body of more intelligent gentlemen than those who occu- 
py the seats of our Legislature, and the learned professions 
in our State ? What class of men anywhere to be found 
excel in courtesy and intelligence the educated planters and 
merchants of our State ? But when we turn to the other 



60 

walks of" life, tlio clinngo is most strikiiia-. The mechanics 
and moving elements of society — those who work the actu- 
al machinery of the body politic, and ar(^ its main stay and 
support — these exhibit few of the results of education. 
Those advantages which common schools have placed witii- 
in the reach of the same classes elsewiiere, are not enjoyed 
by our middling classes, and the ditterence is apparent in the 
superior intelligence and activity manifested in the business 
ranks in other States. The common schools bi-ing forward 
the whole intellect of the State — ever\' separate mind is 
brought forward and cultivated to the extent of its capacity, 
and the State is the recipient of the united aggregate of 
contribution. This is evident from the o-reatly increasins; 
nuinbers of children which that system brings into the 
schools, and the higher grade of education which is furnish- 
ed to each. In our own State, out of one thousand capable 
of going to school, the entire number who attend school, 
even the fraction of year, are foi'ty thousand ; and according 
to the last census there arc fifteen thousand white adults 
who can neither read nor write. 

Even theae figures must be much below the truth; fori 
observe in the total amount are set down only 1S3 for the 
whole district of Charleston, an amount which any one ac- 
quainted .j^vitli either town or country knows to be greatly 
below the mark. The in([uii-v, tharefbre, naturally arises 
ns to the barrier which keeps back these numbers — as to the 
cause which prevents the extension of education among all 
classes. Wliy is it that 9,697 i'eniales — those who arc the 
mothers and teachers of the vounii; — are unable to impart to 
them the merest rudiments of education, or even to spell 
out for themselves the name of that God, who has entrust- 
ed to their training the innnortal souls of the children 
whom He has given them .^ As far back as ISll, the Leg- 
islature had declared that any " citi/en of this State shall 
be entitled to send his or her child or children, ward or wards 
to any free school in the district where he or she may reside, 
free from any expense whatever on account of tuition." 

How comes it to pass that in 1S5G there are so many of 
our citizens who liave derived no benefit iroin tliis declara- 
tion ■? Why is it that the returns of the Commissioners 
from every quarter of the State declare that the benevolent 
objects of the Legislature fail to be accomplished ? The ex- 
perience of other States gives the answer. Because you 
have separated the poor and put them in schools by them- 
selves — because you have required from them as a condi- 
tion for admission that they shall make a confession of pau- 
perism. Try the same experiment upon an}'- other institu- 
tion of learning. Set up at the door of the South Carolina, 
College a condition that no one can be admitted but on the 
iooting of charity. Say to the honest and frugal father, put 



asiile your houovable desire of indepoiidence — confess 3^onr- 
se]f a pauper — accept the boon of the State as charity, and 
your son inay be adniitleJ to receive liis education xX-ith 
other paupers — aud can any one fail to foresee the result? 

And yet this is just the course tiiat has been talvcn with 
th(^ free schools. By giving preference in them to the poor, 
tiie higiier classes ot society are excluded in terms, and mid- 
dling classes are practically excluded by that feeling of 
pride which is always excited by such discrimination. 
Those which remain are "the poor" by confession, and the 
result is a poor school in every sense of the word. The 
pupils are deprived of the leaven infused by the upper class- 
es of society. They le;irn witiiout spirit — they avoid the 
school as a badge of infej-iority — they give irregular atten- 
dance, and leave it before they attain the necessary rudi- 
ments of education. The teacher is dishearteiied ; he re- 
ceives no sympathy from the connnunity ; their children 
go to other schools. It is only the obscure and unknown 
poor whose children are with him, and these have neither 
sufficient knowledge or leisure to see after the school. 
Neither can the disheartened teacher find his compensation 
in the attainments of his pupils. They attend too irregular- 
ly, learn too unwillingly, and leave too early for him to 
make any effectual impression ; and thus, without any 
effectual impression ; and thus, without any fault of his own 
he feels himself a laborious drudge, shorn even of his first 
reputation by a system which bears him dov»'n by its own 
inherent difliculties. 

The simple remedy which we propose is the adoption of 
the system of common schools for the common education 
of the rich and the poor. The system administers imme- 
diate relief to all these evils. It infuses new life into teach- 
ers and pupils. It removes the barrier wdiich has shut out 
the schools from the sympathy of the community, and ad- 
vances the whole circle and standard of education. It 
possesses the immense advantage of having been fully 
tried elsewhere. From Prussia it has advanced all over the 
continent of Europe, and has received the sanction of 
every enlightened State, saving England alone. These 
various causes have prevented its adoption, and the results 
are apparent in the great excess of persons in that country 
who are unable to read or v>Mite. 

In our own country it has been adopted by nearly all the 
States. In the cities of New Yoi-k and Piiiladelphia, the 
results are t!ie largest. In the former city about 75,000 
children daily attend the connnon schools, at an annual ex- 
pense of nearly .§1,000,000, and are eijoying the advan- 
tages of such an education as we find it nnpossible to pro- 
cure under any other system. During the last spring, a 
committee from the Charleston free schools spent about six 



G2 

weeks in visit ii)u- tlic schools in Nt'w York nnd IMiihidcl- 
pliiy. We wore tVocly admitted into all of tliein, and took 
pains to observe as well those parts of the city occupied 
chiefly by the lower classes as those occupied by the better. 
Wewercofconr.se not expected at any, so that what we 
saw was the daily routine of the system. 

If T were to say in i^cneral terins that we were not only 
uratitied but surprised at the urade ot education which we 
found, it would express my own opinion, but it would not 
convey to you, Mr. Speaker, an<l to the House, a knowledge 
sutticiently precise to enable you to form your own opinion . 
I will, therefore, at the risk of being tedious, mention a 
singhi inst;iiicc as a fair specimen of what we saw. In the 
class room into whicli we happened to go, was a class of 
boys, working suujs in Algebra, upon equations with tbree 
unknown quantities. At the request of the teacher, I se- 
lected one of the movo dilHcult sums, and each boy slate in 
hand, set about his work, and as soon- as each finished, he 
caHed oat, "done."' This was accomplished in less time 
than my narrative, and the slates were handed to me. To 
my great satisfaction, and 1 may add surprise, the sum was 
done in every variety of foi'm which it was capable. Some 
eliminated by subscraction or addition — some by substitu- 
tion — some by comparison or combination. Nothing could 
more satisfactorily |')rove that the pupils understood what 
they were about — they v\'ere thoroughly trained. Even 
those who failed to give the right answer showed that they 
understood the })rinci[)]es — for n-cnj one in the class worked 
out the sum, and then one boy taken indiscriminately from 
among them was required to explain the work on the black- 
board. In the same mannti' another class worked out with 
(iqual dispatch in our presence the hardest sums in the Cal- 
culus of Radicals, and what I would particularly notice is, 
that each and every pupil was equally active and diligent, 
though not equally prompt or successful in the solution; a 
fact which indicared tliorough training and the effect of the 
system in educating the faculties of the pupils. The 
schools varied in number from1,oOUto 400 or 500, and 
among all these numbers, during the long and frequent vis- 
its which we made, we never saw a single exhibition of 
corporal punishment, nor did we perceive an instance of dis- 
order or disobedience whi(di called for it. 

Now let it be borne in nund that this is ou\\ elcnuntary 
education at the common schools. For, according to the 
New York system, there is above the common schools a free 
academy, in which the classics and a higher grade of Eng- 
lish education are taught at the public expense. So that 
the common schools take the classes of pupils which are 
taught at our free schools, and they are enabled to effect 
these results chiefly by the instrumentality of female tfach- 



n 



G3 

ers. There are about eight Iiundred of these attached to 
the common schools in New York. They are generally 
youn"' urirls from the middle walks of life. For tive days 
of the week they are engaged in teaching, and on Satur- 
day they attend a Normal school, where they are taught 
themselves, for the great dilHculty every where is to pro- 
cure competent teachers. There is an agency however, 
which heretofore has been lost to us, but which is most 
happily brouglit to aid this great work. Its results are 
mpst happy, both upon the pupils and teachers. 

i. Thelirst g'-eat advantage, then, wiiich this system of 
common schools olfers, is a grade of education wholly un- 
attainable at our poorest schools, and at a price less than 
one half of the amount paid at ordinary schools. The 
cost of education at our private schools in Charleston is very 
large; but I presume taking the average of the whole 
State it cannot be less than S-50 per annum. Even our 
tree schools, if taken at an average per head of pupils 
going to school for an entire year, cost over Sll per pupil. 
The expenses of the whole system in New York, includ- 
ing books and stationery, is about $l2 per pupil, and in 
Philadelphia it is less than $10. In Charleston, where 
the experiment of a common school is new, and tiierefore 
more expensive, the expense is less than $12 per pupil. 
Of course numbers assist in reducing the expense per head ; 
])ut a result proportionally benelicial will be felt, wherever 
there is population sutlicient to make a school by the union 
of the rich and poor. 

2. The next advantage to -be derived from the common 
school system is the elevation of the free schools, and the 
extension towards tiiem of the superintending interest and 
sympath}^ of the community. So soon as the pupils of 
these schools perceive that they are treated with the like 
consideration as pupils from other classes of society, the 
school becomes to them more desirable. An association 
with the pupils of more favored parents raises their self- 
respect, and with that, their desire to stand well in the es- 
timation of their associates. The school itself no longer 
remains neglected by the community, — each parent whose 
€hild is there begins to make inquiry into its condition. 
The commissioners and trustees are stimulated to discharge 
their duties. The teacher is roused up to energy. He finds 
that his pupils remain longer at school, and there is now a 
high class which calls forth all his powders and offers a fitting 
reward to his exirtions. The whole scene is changed. Zeal 
and generous emulation have taken the place of languor, 
and the cause of education is once more in progress. 

3. The association betw^een the ditterent classes of society 
in the school fits them better for that association which is 
called for by our institutions later in life. A boy, sur- 



64 

toiiihKmI by all the ;; jipliaiiccs of wcaltli, and acciisroiiicd to 
the subiuissioi) and olK'dieiico of domestics, is naturaliv led 
to ail arrogant bearing. On the other hand, the privalions 
to which the poor are subject fre(|uently produce envyiiigs 
and jeahiusy of their more fortunate neighbors. Associa- 
tion niodilies both th(^se extremes, and the; kindly feelings 
produced by early friendsjiips tend to unite more closely 
the dilferent portions of society. Tlie boys who meet at 
school learn to valui' each other soKdy on the grounds of 
talent and character. External ditferences are disregarded, 
and merit alone becomes the standard of excellence. 

4. It is a singular inconsistency in our present system, 
that those who furnish the means are practically excluded 
from the benefits of the school. The tax-[>ayers are obliged 
first to provide the funds which siipjiort tlie free schools, 
and then they must provide other schools for their own 
children. In general, the most valuable portions of society 
are those who are dependent upon their own exertions, and 
many of these are more des«!rving of aid than those who 
are willing to make an avowal of pauperism. Under the 
present sysfeem, all of these are practically excluded from 
the schools, and are doiibly burthened, as already stated. 
The connnon school equalizes these inequalities. It admits 
the whole community to a common enjoyment of the means 
of education, — it returns to the tax-payer his share of those 
means which he has assisted in providing, and makes what 
was before regarded as a burthen now sit lightly upon the 
shoulders of the whole community. 

'5. The inquiry here naturally arises, by what means it is 
that such an education is provided as will satisfy the whole 
community, and that, too, at a diminished cost. We answer, 
that it is effected by bringing together the united strength 
of the conununity, and thus cond)ining all the aids and con- 
veniences which are found beneficial to education. A pri- 
vate school, however effective, cannot aflbrd to lay out the 
money required for a large school and its conveniences. 
And then a single teacher cannot find sufficient time for 
teaching properly a large number of pupils. Take one of 
our present free schools, where a teacher has some fifty or 
sixty pupils. Probably one-half of these must be taught 
separately the rudiments of reading and spelling. From 
nine to two o'clock there are five hours, of which one is 
probably consumed by recreation and intcM'ruptions. The 
remaining four give him two hundred and forty minutes, or 
about four minutes to each pupil. Under such circum- 
stances, the best and most willing teacher can effect little. 

Ikit when you locate the pupils in a miserable room, 
scarcely protecting them from the weather, cold and com- 
fortless, the benches suspending the unfoi'tunate pupils with 
their feet <langling in the air, and the desks (if any) ricketty, 



65 

ill-assorted, and in every possible position, — tlie seliool- 
master obliged to keep order at the top of his voice, and 
with the continual aid of what should be the ultima ratio, 
it is not surprising that the system should fail entirely. 

The common school system starts with locating the 
school in a proper building, furnished in such a manner as 
to show tiie pupils that education is regarded as a great in- 
terest by the State. The pupils are then thoroughly clas- 
sified according to their attainments. Each class is then 
taught in a separate room, by a separate teacher, without 
interrupting or being interrupted ; and, by this means, a 
single teacher is just as effective for fifty pupils as he could 
be for ten. The best teachers are thus enabled to devote 
their whole time to the more advanced pupils, and the in- 
ferior pupils can 'be taught by teachers of inferior attain- 
ments; and this leads to the consideration — 

6. Of the next advantage oflered by the common school 
system, which is the employment it affords to .young ladies 
as teachers. Experience has shown that females are emi- 
nently qualified for this employment. Their higher moral 
nature, their more refined taste, their greater sympathy and 
patience, make them moi'e successful teachers of the young 
than men. With all these high qualifications, they have 
hitherto been excluded in a great degree* from this honorable 
mode of acquiring a support. The absence of motive to 
intellectual cultuVe has rendered them less careful in seek- 
ing proper education, and has also lessened the inducement 
both to parents and teacliers for providing proper female 
schools. This error has been exposed everywhere by the 
common school s-ystera, and it has the great merit at one 
and the same time to offer this new employment to intelli- 
gent and deserving females, and to prepare them for the 
work. 

And now, Mr. Speaker, having thus fully developed the 
advantages of the common school system, I will next pro- 
ceed to answer some of the objections which have been 
urged against it. 

1. The most formidable of these is the injury which it is 
supposed will be suffered by the higher classes of society by 
being brought in contact with the lower. Unfortunately 
for mankind, neither class nor refinement can exclude vice; 
and it is only necessary for each of us to recall his school 
days, and we can have the benefit of our own experience as 
to the force of this objection. Who were the swearers and 
blasphemers, and whose mouths uttered the language of 
contamination ? These are the questions which are to be 
answered, not by reasoning, but by testimony, and the ob- 
jection is of the same character. It is only to be dealt 
with as a fact. Is it true that the mixture of classes ope- 
rates to contaminate the higher ? We have before us the 

5 



66 

experience of Europe and America — let that decide the 
question. 

During my examinations of the scliools at the North, I 
made many inquiries on this point. 1 inquired of tlie teach- 
ers as to the social conditions of tlie'pu}>ils before me, par- 
ticuhirly of the' girls. I found them sitting on the same 
benches from the opposite ends of society — the daughter of 
themerchant and alderman sitting alongside of tin; mechan- 
ic and Irish laborer. I am not aware that any of the soi 
J/sa?;/ fashionables were represented, but certainly the rest 
of the social circle \ya's fully represented, and to all my in- 
quiries the teachers and trustees of the schools answered 
that no evil result had ever been observed. In fact, the 
time of the pupils is so completely occupied with their 
studies, that there is no opportunity for the development of 
evil companionship. The intervals of recreation are very 
short, and each pupil is so fully under the observation of 
her coinpanions and of some teacher assigned to superin- 
tend the play ground, that an evil communication would 
be promptly exposed and be followed by imniediate dismis- 
sal from the school. 

The experience of the European schools seems to be 
equally conclu>^ivc. Some years ago a distinguished schol- 
ar from Oxford, no\Y known as Sir James Kay Sliuttleworth, 
was sent to the continent to make a report as to the conti- 
nental school systems. Upon his return he j^ublished a 
work, from w'hich the following passages are extracted: 

" The education given in all the public schools of Prussia 
is gratuitous, and open tq all classes of society. All the 
children of the small shop keeper and artizans, many of 
the boys who afterwards enter the teacher's colleges, as 
well as many others whose parents are to be found in the 
very humblest walks of life, and even children of the 
noblest and of the richest classes of society are to be found 
pursuing their studies together there in the same class 
rooms and on the same benches. The sons of counts, physi- 
cians, clergymen, shop-keepers and poor laborers, may be 
seen working together in one of these classes. The classi- 
cal colleges, called Gymnasia, are also open gratuitously to 
all who wish to avail themselves of the education which 
tliey afford. Even in these, children of poor laborers are 
to be found studying on the same benches on wliich sit the 
sons of the rich. 

"I do not hesitate to say, (continues the author in another 
place,) that at the period of my visit to Prussia, I had 
never before seen so polite and civilized and seemingly in- 
telligent a peasantry as that of Prussia. Were a stranger 
introduced into some of the lowest schools, I am quite con- 
vinced he would not believe he saw peasants' children before 
him. They are generally so clean and neatly dressed, and 



67 

their manners are always so good, that I was several times 
obliged to ask the teachers if I really saw the children of 
the poor before me. The appearance of the girls was par- 
ticularly gratifying. Their dress was so respectable, their 
manners so good, their way of dressing their hair showed 
so much taste, and their cleanliness was so great, that no 
one who liad not been informed before hand to what class 
they belonged, would have believed them to be children of 
the poorest of the people. The lov»^est orders of Germany 
are so much more refined than our poor that the childnni of 
the rich very often attend the primary schools, while the 
children of trades-people and the middle classes ahiiost in- 
variably do so. The richer parents know that their chil- 
dren will not come into contact with any coarseness. This 
miiiQ-lino; of the children Of the hio;her and lower classes 
tends to civilize the peasantry still more, and to produce a 
kindly feeling between the different ranks of society." 

If, then, in a country where its institutions call for an 
entire separation of classes when they advance in life — 
where refinement of manners is an indication of position in 
social life, this contact in the common school^produces no 
ill effect, how can it possibly be injurious in a country like 
ours, whose institutions are based upon a principle pf social 
equality? If an English gentleman, with all the preju- 
dices inherent to a condition of society such as an English- 
man proverbially prefers, could find nothing tocensuTein 
all that he saw throughout the common schools of Europe, 
how is it possible that Americans could find just ground of 
exception on this score? 

If the observation of a mere traveler conld influence your 
judgment as to the eflfects of this kind of intercourse be- 
tween the classes of society, I would merely add the im- 
pression produced on my own mind in a casual visit to a 
part of Prussia. I happened to be in Cologne when a con- 
siderable force was stationed there by the Prussian Govern- 
ment, in anticipation of difficulties growing out of the East- 
ern war in lS-54. The soldiers v^'ere almost entirely young 
men, and when released from drill, their appearance and 
demeanor struck me as so much above their position as com- 
mon soldiers, that I was led daily to pause on the bridge 
of boats over the Rhine, where many of them were contin- 
ually passing, and observe their conversation and behavior. 
They constantly reminded me of the Seniors in our college, 
and I could not realize that they were common soldiers^ 
taken from the lower classes pf society. I was informed 
that in a corps numbering 10,000 there was not one- who 
was unable to read or write. 

2. The next objection which is urged against the common 
school system is the injury it will inliict upon private 
schools. Unquestionably it will extinguish all inferior pri- 



68 

vate Sfhools. But that can only be dono tlirongli tlie pre- 
ttM-onco of parents ; antl that pivfcrence will be induced by 
superiority, and .surely it cannot be considered an objection 
that the children are transferred to better schools. The 
private schools must necessarily improve in order to exist 
at all, and that improvement will, itself, be a public benelit. 
They will confnie themselves to the higher branches of edu- 
cation. Up to a certain point the common school will 
bring the whole community. But' beyond that the higher 
grades of education, required by professional and scientific 
pursuits, must still be pursued ; and these" will furnish am- 
ple employment to private schools, until the time shall 
come in which the State may feel disposed to take into her 
keeping both the teacher and his higher school. 

In this connection, it is important to state that in New 
York it has been found advantageous to teach the boys a 
complete course of English before they connnence their clas- 
sical studies. I had the opportunity of examining a class at 
the Free Academy, who had been but seven months at La- 
tin, and they were then translating Caesar with more ease 
and accuracy than boys under our system who had been for 
three years at the classics. They were, it is true, more ad- 
vancedjn age, but then tliey had made a corresponding ad- 
vance in all the English departments. If we were permit- 
ted to draw conclusions from this amount of information, it 
would lead to the important fact that the whole community, 
including all those intended forcomplete classical education, 
would derive equal benelit from the connnon schools. And 
to make the system of education a complete whole, it would 
onl}^ be necessa.iy to interpose high schools, or a high class 
between the connnon schools and the college, and every por- 
tion of society would receive the equal benefits of public 
education without preference or conflict. 

Having thus, Mr. Speaker, developed the common school 
system, I proceed to lay before the House the plan by which 
the billon your table proposes to carry it into execution. It 
starts with being entirely voluntary. Any district whicli 
prefers the existing system, is fi'ee to stand still and receive 
just the, same appropriation which it now receives. But in 
any district, where it i^ desired to introduce a common 
school, the Connnissioners of Free Schools for the district 
are authorized to lay oft" any particular town, village or 
neighborhood into a school district. This distict is then first 
to build a proper school house and to fui-nish it- in the most 
approved manner suitable to its wants. One half of the ex- 
pense of the school liouse is to b<; paid by the State from 
the Treasury, and the other half by assessment on the gen- 
eral tax of the persons residing within the school district as 
laid off. 

After the school house is built and furnished, all the chil- 



69 

dreii residing in that particular school district, between tlie 
ages of seven and seventeen years, are free to attend the 
school ; and the expense of their education is to be paid in 
equal portions by assessment upon the general tax of the 
persons residing in the school district, and by the State 
Treasury, limiting the amount from the State to five dol- 
lars, the amount which this particular district is now entit- 
led to receive from the general appropriation for free schools. 
The commissioners of free schools for the district are to 
have the cliarge of all the schools, unless any particular dis- 
trict should prefer to have trustees of its own, in which case 
an election is to be had for trustees, and these are then to 
have charge of the scliool. 

Thefee are the general features of the plan ; from which 
it will be perceived that it interferes in no manner with the 
existing system, in those portions of the State which deem 
it expedient to adopt the plan. For even districts where 
the village at the Court House, or any other neighborhood, 
may be dispossed to try the plan, the rest of the district un- 
dergoes no change or disturbance, and receives precisely the 
same amount of money which, it now receives. The only 
difierence produced as to them is the small portion of the 
general payment from tlie State Treasury contributed by 
them for the establishment and support of the new 
school. 

The compensation for thiscontribution is to be found in 
the general advantage to theVhole State of which they are 
a part, by the- promotion of education ; and in the particu- 
lar advantage to their own district in having one or more 
schools within the ^anui, at which teachers will be trained 
at homeland which operate as centres of light and improve- 
ment to all around. The wealth of a State is as m,uch con-, 
tained in its material as in its physical resources. We free- 
ly vote millions upon Railroads, canals, and river naviga- 
tion for the purpose of developing the natural resources of 
the State ; arc not. the resources shut up in the mind of her 
citizens of still more value '/ Of what use were all the trea- 
sures of mineral wealth shut up in the soil of England, when 
they wbre trod upon by the Dane and the Saxon ? And 
what would become of the millions upon millions of wealth 
with which these United States are teeming, if the countly 
were' again restored to the uneducated savage * The very 
engines that rtowin the view of this House are setting, with 
the precision of living intelligence, the masses of stone 
which are rearing our new State House, bow as it v/ere in 
homage to the educated science which erected them and 
guides their movements, and will any citizen of- our State- 
any representative of our people — occupy the the suicidal 
position of voting for the machinery and refuse to bring for- 
ward the mind which is to direct and give it efficiency? 



70 

The very earth on which he lives would speak out his con- 
demnation. For what is the whole material universe, but 
a vast theatre prepared by the Almighty tor the use and 
devloj)ment of mind / 

I am not aware that any system can be devised which 
can completely answer the exigencies of a populous and of 
thinly settled neighborhood. But if a pl^an is adapted to 
the vvants of one, why should not the other permit them to 
have its benefits "? If a good school can be established at 
each Court House, surely the district incndentally gains a 
great deal more than it loses by the slight addition to taxes. 
It is not likely that the districts will simultaneo.usly adopt 
the new system. It will probably take as much as ten 
years to establish it all over the State. But suppose each 
distiict should at once undertake to act. The bill authori- 
izes in the whole a draft of twenty-five per cent, per an- 
nimi on the gener.-il tax for the support of schools, which 
would amount to about S100,000. But against this "is to be 
credited the $74,000 now already appropriated. So that 
the whole annual burden added would only be $:2G,000. To 
this must be added the amount allowed tor school houses, 
which, at the same rate upon the general tax, vfould be in 
all about $100,000 distributed over the series of years dur- 
ing which the school houses would be erected. 

The amount assessed in the district upon tax payers 
would be in most cases a substitute for tuition mone}^ now 
paid to promote schools, and would probably be far less. 
So that instead of the amounts paid being a burden upon 
the community, they would be rather an adequate return 
for the benefits confierred. 

And, why, Mr. Speaker, should it be assumed that our 
people are less willing than others to contributed to the 
cause; of education '? They have cheerfully sustained the 
South Carolina College for half a century ; they have doub- 
led, without a murmur, the free school appropriation. We 
have seen that wherever this system has been tried it has 
succeeded, and the people have cordially responded with the 
additional sums recjuired for its support. I have already 
shown you what our next neighbor. North Carolina, has 
done, what our distant ally, Canada, is doing, what the 
great cities, New^ York and Philadelphia, are doing, ami, 
in conclusion will add, what our own metropolis, Charles- 
ton, is doing. There we have built at our own expense a 
school house, and have commenced the system which is 
proposed by this bill. The building Jind lot have cost 
about S25,000, a«d can accommodate eight hundred pupils. 
The first story is occupied as a primary school for children 
under nine years of age. In the second story is a grammar 
school for girls, and in the third story a grammar school 
tor boys, in both of which are offered a complete English 



71 

education. The lot and house are so arranged as complete- 
ly to separate the boys from the girls ; the object of their 
union in the same building being economy in school room, 
and in liaving tlie same principal teacher over the whole. 
In each department there are class rooms whicli enable 
each to be subdivided in five or six classes, and thus to pro- 
cure the classihcation and order which is so essential to 
progress. Although many disadvantages have attended the 
commencen;cnt of this, as of every new enterprise, there 
are now 700 pupils in the school, and the progress made 
by them is such already, as to secure to the school tlie ap- 
probation of the community. ' 

We have, therefore, the advantage of being able to pre- 
sent to the Legislature the system in actual operation. 
We are anxious that the benefits which we enjoy should be 
extended over the whole State. .Although these benefits 
will be felt more abundantly in the towns and villages, yet 
we are satisfied they will also be felt in a great degree 
throughout the country wherever the principle is intro- 
duced of uniting the rich and poor in the same schools. 
The masses of socitty are everywhere the middling classes, 
and where liberal education is afforded to these it is in fact 
raising the condition and knowledge of the whole State. 

Mr. Speaker, I have done — my task is accomplished. I 
have set before the country, as I think, a great public 
good — I have endeavored to develop it with the best lights 
I can command. This House has given, as it always does 
to noble and patriotic plans, its patient and earnest at- 
tention ; and I well know that if its judgment is satisfied, 
it will not stop short of decisive and energetic action. To 
that judgment I submit the wdiole subject, earnestly im- 
ploring the Fountain of all Wisdom to guide us to the true 
welfare of our beloved country. 



Take the northwest corner of Muscogee, and run a line 
due east, striking the Savannah River not far from the 
mouth of Black Creek. The area of the portion south of 
this line is about 27,000 square miles. 

Its white population in 1850 was 110,000 ; its children 
from five to fifteen was 33,000. If the ratio of increasing 
population shall be the same from 18-50 to 1860 as from 
1840 to 1850, the white population of the whole State in 

1860 will be about 660,000 

And the children from five to fifteen 185,000 

The white population south of the line above des- 
cribed will be about 150,000 



72 

And the cliildren from five to fifteen •4::J,000 

Making the scliool districts each six miles square, 

tlie 27,000 square miles would give districts. . . . 750 

Divide the 42,000 children by 750, would give to 

each district an average of children 50 

Su})posing one teacher to have three months for 
each district, eacli teacher could tench four dis- 
tricts, and the 750 districts would require 187 

teachers ; and, at S250 per luinuni, cost $ 10,000 

If we take thii whole State, there will l)e children, 1^7,000 

To- each district give children GO 

Supposing only three-fourths to attend school, 

This will give districts 3,1 IG 

If each teacher has tour districts, it v^ill require 

teachers 779 

Tiie cost of teaching will of course be in ])roportion to 
salary. 1 believe th;it in a short time 8200 will be consid- 
ered ample salary in schools where only elementaiy branches 
are taught. School houses, by proper management, could 
be furnished almost entirely by the labor of the citizens of 
the district, with scarcely any outlay of cash. 



A BILL to be entitled An Act to create and establish a 
Commissioner of Public Schools, to define the duties, 
and provide for the appointment of the same. 

Sec. 1. Br it enacfcr/, by the Seiialc and Iloi/se <>/' Rt'-j)rcsc?it(y 
tu'cs of tht State of Georgia, in General AssnnOh/ viet, and it is 
hercbij enacicd hij the avihoritij of the same, That for the aiTange- 
ment, supervision and improvement of such schools as may 
be supported in any manner ont of appropriations from the 
Treasury of the State, or out of taxes sp'.'ciaily levied upon 
the counties for tlie purpose df education, the dovernor 
shall uppoint an oificer to 'be called a Commissioner of Pub- 
lic Schools, who shall hold his office for two years, and 
until his successor is appointed, and who shall receive from 
the Treasury of the State, as ^ compensation for Ijis ser- 
vices, the sum of three thousand dollai's a year, payable 
quarterly. That thej[lonnnissioner is authorized, and it is 
hereby made his duty, for the first two years of his incum- 
bency, to visit, as far as practicable, the various sections of 
the Sta>te, in such order as he may deem expedient, and in- 
vestigate their wants in the matter of education, and digest 
the same for the information and action of the next Legis- 
lature. 

Sec. 2. And he it fart Iter enacted, hij tlie at/thorilij aforesaid. 



73 

That, in the preparation of this digest it shall be the duty 
of the Commissioner of Public Schools to ascertain if any 
one plan can be made available for the entire State, and if 
not, to group and classify the counties of the State under 
various schedules, according to their respective M'ants, and 
to suggest the plans of education best adapted to each of 
these schedules, as well as the most suitable county organi- 
zations for carrying said plans into effect. And it shall be 
among the first duties performed by this Commissioner, by 
correspondence and such other communication with teach- 
ers* as he can effect, to accomplisii, as far as practicable, 
nniformity in the books used 'in the schools and academies 
of this State, with a view to cheapening the price of such 
books by the purchase from any one or more publishing 
house of the larger quantity. The Commissioner shall have 
the same authorities and duties for the collecting statistics 
from the counties as are now conferred upon the Governor 
by the Act of December 11th, 3S-5S. 

Sec. 3. And he. it farther enacted, by the authority aforc-midj 
That it shall be the duty of the Commissioner of Public 
Schools, during the progress of this investigation, to diffuse 
as widely as possible, by public addresses, a knowledge of 
the defects and desirable improvements in the present sys- 
tem and government of schools in this State, and to arouse 
the people to a sense of the importance of a more eificient 
diffusion of education throughout the State. 

Sec. 4. And. be it further enacted, by the aulharity aforcftaid. 
That it shall furthermore be the duty of the Commissioner 
of Public Schools to report upon the propriety and expe- 
diency of establishing one or more thoroughly organized 
Normal Schools in this State, where teachers and such as 
propose to teach may become acquainted with tiie most ap- 
proved systems and successful methods oi arranging the 
studies and conducting the discipline and instruction of 
public schools. 

Sec. 5. And be ii/i/rthcr enatcted,. That when money here- 
after shall be drawn from the Treasury in favor of any Or- 
dinary or Treasurer of any county, the. Board of Commis- 
sioners for said county may apportion the said fund among 
the militia districts or school districts, in proportion to. the 
number of children in each, and such apportioned fund 
shall be held by the county Ordinary or Tj-easurer for the 
use of the district to which it is set apart, and if there shall 
be no school kept in any district, the Treasurer shall hold 
the same for two years as the separate fund of said district, 
lending the same upon such security as shall be approved 
by the Board of Commissioners for the county, and the 
notes upon which it is loaned shall in all cases specify that 
such notes are to bear interest from date, if not punctually 
paid at the rate of ten per cent., and there shall also be 



14: 

specified in sucli notes an obligation that tlie maker and his 
securities sliall pay all court and attorneys' costs incurred 
in its collection. If at the end of two years from the receipt 
of said fund into the county treasury, there shall be ntf 
school kept in any one or more of the several districts of 
the county, that then such fund reserved for any particular 
district shall be apportioned among those districts having 
schools, and in no case whatever sliall said fiind be paid to 
and held by distiict treasurers. And provided, further, 
that this act shall not interfere with such counties as by 
special act have adopted for themselves any plan or system 
for the application of the school fund as. may be incompati- 
ble herewith, nor shall the same by any means apply, in 
any of its terms, to the county of Madison. 

Sec. G. And be it fnrtlier enacted. That any Treasurer or 
Ordinary who shall embezzle the funds committed to his 
keeping under this act, or who shall fail to make satisfac- 
tory settlement when called on by the County Commission- 
ers, shall be deemed guilty of felony, and, upon conviction, 
shall be ])unishcd with imprisonment in the Penitentiary lor 
not less than two nor more than ten years. 

Sec. 7. And he it further enacted, That no part or portion 
of the funds appropriated for school purposes, shall in any 
instance be paid to any person who may have been born in 
a non-slaveholding State, unless such person shall have been 
a resident of this State, or some other shaveholding State, 
for five years prior to the time of payment; provided noth- 
ing in this act shall be so construed as to apply to persons 
who may now be engaged in teaching within this State. 

Sec. 8. Be it farther enacted, That the County Commis- 
sioners shall make annual returns of the distribution of the 
county fund, w^hat portion of the fund has been paid to 
tuition, and what portion has been loaned out, and what 
portion has been lost or failed to be paid over when called 
for as provided by law. 

Sec. 9. And he it further enacted, That no part or portion 
,of the funds appropriated for school purposes shall be paid 
to any teacher or teachers who shall use any primary school 
books in their schools whose authors or publishers are or 
were, at the time of publication, a resident or citizen of the 
non-slaveholding States, of which the School Commissioners 
of each county sinill be the judges ; provided that the pro- 
visions of this section shall not go into operation until the 
first day of January, 1863. 

Sec. 10. And he it further enacted. That all laws and parts 
of laws militating .against this act be, and the same are, 
hereby repealed. / 



[APPENDIX G.] 

THE EIFEESSION 

OF 

EXECUTE MESSAGES OK EDOCATIOI. 

00 

[Extract from Gov. Lumiildii's Message o/"lS35.] 

I would respectfully recommend to the General Assem- 
bly, their liberal support and fostering care of our State Uni- 
versity. Franklin College is based upon the constitution of 
the State, and should continue to -be considered the foun- 
dation of the literary hope and pride of the people of Geor- 
gia. Its rising prosperity and utility, are every year more 
clearly developed in the various avocations of life through- 
out the State. This important institution is emphatically 
the people's. It is under the control of no religious sect, 
or political party: therefore, the liberal of every religious 
denomination, and every party in politics, are invited and 
admonished to its support, by every consideraT;ion of eri- 
lightened patriotism. I view the voluntary efforts of indi- 
viduals and societies, to establish literary institutions, with 
entire approbation ; and would recommend the protection 
of all their rights and privileges, to the favorable conside- 
ration of the Legislature. But I am not prepared to admit 
the opinion, which prevails to some considerable extent, and 
which is probably gaining ground in our community, that 
literary institutions are productive of the greatest good, 
when under the exclusive and undivided control and man- 
agement of a religious sect or de,nomination. In a free gov- 
ernment, where liberty is regulated by law, and where reli- 
gion is regulated by the enlightened consciences of men, 
unshackled by religious establishments, the important sub- 
ject of college education forces itself upon the consideration 
of the whole community, and should never be surrendered 
by the agents who adpiinister such a government, tp the 
safe keeping of any sect or party. 

I consider it a matter of growing importance to the Uni- 
versity of Georgia, that its library should be greatly extend- 
ed and enlarged. In such institutions, it is a very desirable 
object, that the student, who is in pursuit of profound 
knowledge in any branch of science or literature, in all the 



7G 

vast range of Imnjan intellect, should have ready access to 
all those treasures of knowledge and information, which 
have been arranged and compiled in the form of books, by 
the arduous labours of proecding ages. Our present col- 
lege library is exceedingly limited, when compared with 
the collections of similar institutions of high grade and 
standing. We are particularly deficient in works relating 
to the early history of our own country — such as sliould be 
found in every college library in America. From the best 
inlormation which I have been able to obtain, many of the 
most valuable and rare works, connected with the' history 
of our own country, are now nearly out of print, and can 
only be obtained in England by diligence and research. 

If one of the prominent officers of our college could be 
permitted to visit London, for the purpose of purchasing, 
and making arrangements for the purchase of such books as 
might be considered most useful to the college — and more 
particularly, ibr tlie purpose of procuring the colonial re- 
cords, and other information necessary to a complete histo- 
ry of our own State — tlie object is believed to be of suffi- 
cient mngnitude and'interest to the people of Georgia, to 
justify the Legislature in making the necessary appropria- 
tion to defray the incidental expenses. 

The important subjects of public education, internal im- 
provement., banking institutions, and other leading interests 
of society, will continue to claim, and I trust will continue 
to receive, the most deliberate consideration of the General 
Assembly. My views and special recommendations upon these 
various branches of public interest, have been so fully and 
repeatedly pressed upon the attention of the Legislature, that 
I have not, on the present occasion, deemed it necessary or 
expedient, to xjonsuine much of your time with a view of 
further impressing my well knov^n and unchanged opinions 
upon these several subjects. 



^^ \_K.Liract from Gov. Schlcifs Message of iS'37 .'j 

The great cause of Education deserves your fostering care. 
About forty thousand dollars are novv annually distributed 
to the counties, and constitute what are denominated "the 
Academic and Poor School Funds." This system is believ- 
ed to be radically defective. There should be no such des- 
ignations as " Academic" and " Poor School^' because they 
are invidious and insulting. Poverty, though a great in- 
convenience, is no crime, and it is highly improper, whilst 
you offer to aid the cause of education, to say to a portion 
of the people, " you are poor." Thousands of freemen v. ho, 
though indigent, are honest, patriotic and valuable citizens. 



77 

will refuse your bounty and despise the iiand that offers it, 
because it is accompanied with insult. 

These funds should be consolidated under the title of 
"Education Fund," and applied to the uses of primary 
schools, teaching only the rudiments of an English educa- 
tion. 

By a Resolution of the last session, a committee of gentle- 
men was appointed to visit the North for the purpose of 
collecting information on this subject, which may enable 
the General Assembly to adopt a plan better suited to effect 
the object in view, than that now in operation, and it is 
hoped they may make a satisfactory report. 

None but an educated people can preserve tlie liberty 
and happiness vouchsafed to us by the blood and treasure 
expended by our forefathers, and therefore the Legislature 
should extend, as far as possible, the means of intellectual 
improvement to the whole mass of the community. Too 
much ought not to be attempted ; but it is believed that a 
great deal of good may be done by distributing the money 
set apart for education, to the different counties, to be ap- 
plied for the use of common schools, at which all may be 
taught for a portion, at least, of every year. A system of 
this kind is in successful operation in some of the States, 
and will, if adopted here, it is hoped, effect the great object 
of the Constitution in rei^-ard to education. 



[Kxl met from Gov. Gihnerh Message of 18'JS.] 

• 

At no time has public opinion been more alive to the value 
of education, in producing individual excellence, the secu- 
rity of public rights, aiid the general prosperity of society. 

The Presbyterian, Baptist, and Methodist denominations 
of Christians, have, by the libera;! zeal with which they 
have endowed and are supporting the Oglethorpe Universi- 
ty, Mercer University, Emor}^ College, and the Georgia Fe- 
male College, given the full weight of their highly impor- 
tant influence in favor of the benefits to be derived from in- 
tellectual cultivation, and the diffusion of knowledge. The 
flourishing state of these sectarian literary institutions, has 
not at all impeded the increasing prosperity of Franklin 
College, its last graduating class having been its largest. — 
The interest of the College is, however, sutiering from the 
difficulty of forming a board of trustees for the management 
of its aflliirs. It is nccessaiy either to lessen the number 
of trustees, or the number which is required to form a quo- 
rum for doing business. 

The law passed at your last session, to establish a general 



78 



system of education by common schools, was delayed in go- 
ing into operation, for the purpose of enabling the people 
to express their opinions, through their representatives, in 
relation to its cxpedienc3% You are, therefore, no doubt 
prepared to act in such manner upon this subject, as your 
cniiistituents niav have deterniiueJ to be for their interest. 



[^ExOac/. from ihe Message of Gov. George R. Gilmer, 1839.] 

No distribution has been made during the past year 
of the funds appropriated 'by the acts of 1837 and 1838, to 
establish a oeiieral system of education bv Couiuion Schools. 
This delay has proceeded from the exhausted state of the 
Treasury, and the inability of the Central Bank to advance 
the amount, except in the bills of the Duricn Bank, which 
the Treasurer refused to receive. 

Whilst the general system of education is yet iuDperate, 
a suitable opportunity is afforded the Legislature of again 
inquiring whether the means proposed to be used by it are 
calculated to answer the end designed. With a view to 
such an inquiry, it may be proper to observe, that the pri- 
mary objects to be attained in establishing such a system, 
are generally understood to be the building of comfortable 
school houses, of durable materials, in every school district ; 
the placing in thou a library for the use of all the scholars, 
of books calculated to impress upon them religious, moral, 
and practical truths ; and the increase of the number and 
qualifications of the teachers, by providing certain and 
su^icient public funds to efl'ect that purpose. A veiy slight 
examination of the Acts of 1S37 and 1838, will show, that 
these objects are not provided for at all, or very inadequatel}^ 
by the proposed system. These laws direct tluit the trustees 
of the school districts shall locate and superintend the erec- 
tion of suitable school houses in their respective districts; 
but expressly prohibit their using the school fund for that 
purpose; no books can be purchased except what may be 
necessary for the children whose parents are unable to sup- 
ply them; although the State could perhaps in no way 
advance the cause of education more efficiently than 'by 
causing the highly improved class books which have lately 
been published in this country, to be placed in the hands of 
every child. Neither does the system provide adequate 
funds to procure the necessary supply of qualified teachers. 
The academic and poor school funds, and the interest de- 
rived from one-third of the surplus revenue received from 
the United States, make up the entire sum appi-ojiriated for 
the support of the general system of education, and may 
be considered equal to sixty thousand dollars per annum. 



79 

The law intends that this sum shall be so expended as to ex- 
tend the advantages of education equally to all the chil- 
dren of the State. The extent of the State is equal to 
sixty thousand square miles, so that if there should be a 
school house in each sixteen square miles, as there mnst be 
to bring a school-house within reach of all the children, 
the whole sum applicable to the payment of the teachers 
of- each school, will be sixteen dollars, including in that 
sura what may be necessary for purchasing books and sta- 
tionery for the poor children. 

Another view may perhaps present the subject in a yet 
clearer light. The whole number of children between the 
ages of five and fifteen, being those who are entitled to the 
benefits of the system, exceed one hundred and six thou- 
sand. Ah equal expenditure of the sixty thousand dol- 
lars among them, will allow somewhat more than fifty 
cents to be applied to the education of each child. — 
When, therefore, from this sum^ of fifty cents for each 
scholar, or sixteen dollars for each school is deducted, 
what duay be necessary to supply the poor children with 
books and stationery, what may remain undrawn from the 
Treasury, and that which mdy be misapplied or not ap- 
plied at all by agents, it will scarcely be necessary to esti- 
mate the sum which will remain of the sixty thousand 
dollars, to show its entire inadequacy to pay teachers for 
all the school districts, and to educate all the children in 
the State. It is true that the law provides that .in aid of 
the funds which have been appropriated, the trustees of 
the school districts may raise money by voluntary sub- 
scriptions, and that the Inferior Courts of the counties 
may levy a tax. But that system is no system at all which 
depends upon voluntary assistance to sustain it. Its oj)e- 
rations must be too uncertain and variable tO be relied upon 
for any valuable purpose whatever. In addition to these 
defects of the system, it may be added, that the expendi- 
ture of the school funds as directed by it will be very im- 
equal. In all the populous and wealthy districts and coun- 
ties, where school houses will be erected, teachers employed, 
and children taught whether any aid is received from the 
public funds or not, the proportioii of the school fund to 
which such counties and districts may be entitled, will be 
received and expended, whilst the sparsely populated and 
poor districts and counties, where schools are not supported 
at present, will receive nothing; because their proportion 
of the school fund will be too small to enable them to em- 
ploy teachers or maintain schools. Entertaining these 
opinions of the ineificiency and inequality of the general sys- 
tem of education by common schools, I consider it my duty 
to recommend to the Legislature, either to amend it so as to 
make it what purports to be, or to abandon it altogether. 



80 

[E.i-tnul j)om the Message of Gov. C/iar/cs J. McDo?Hild, 1840] 

The system of Education Ihrougli tlie in.struineiitulity of 
Common Scliools, as at prcsoiit arraiigtM,!, is far from an- 
swering the purpose intended by its projectors. The fund 
to be distributed is so small in proportion to the mimber 
of children entitled to share it under the existing laws, 
that none can derive any substantial benefit i'roni it. It is 
impossible for the State, with its limited means, reduced as 
they are by the mal-appropriation of the taxes, to afford 
gratuously the blessing of education to every child within 
her boundary. I would therefore reconmiend tiiat the laws 
on this subject be revised, and that the ciiildren of such 
parents only, as are unable to educate them, be embraced 
within their provisions. Our political institutions being 
based upon an onlightened view of the rights of man, 
cannot be supported but by the virtue and intelligence of 
the people. These should be nurtered and fostered by the 
State, and the door of instruction should be opened to the 
humblest child of poverty. Every citizen, then, by proper 
industry and application, might acquire such a knowledge 
of the history of his Government, its true policy, and the 
tendency of its measures, as would enable liin/to detect 
the machinations of the corrupt politician, and to dis- 
tinguish properly between the mad pageantry and low ap- 
peals of the demagogiie, and the lofty and .principle-sus- 
tained arguments of tljc patriot. 



[Exlructfroin /he Message of Goc. Charles J. McDonald, 1S41.] 

Among the constitutional duties which you are called 
upon to discharge, is the promotion of the arts and sciences 
m on(! or more seminaries of learning. The university is 
in a tipurishing condition, and from the liberal patronage of 
the State is enabled to aflbrd the benefits of education to 
jnany who would otlierwise be compelled to dejiend upon 
the institutions of other States, or, for the want of means 
to defray so heavy an expense, abandon the pursuit of 
knowledge. The first thing to be regarded in a republic, 
is the virtue of the people ; the second, their intelligence; 
both are essential to the maintenance of our i'l'aa institu- 
tions: thefi'*st inspires them with a disposition to do right, 
the second arms them with power to resist wrong. The 
precepts of morality are mingled with the lessons of litera- 
ry instruction, in almost every system of modern t'duca^ 
tion ; and he who attains a high degree of mental improve- 
ment cannot fail to be impressed with those lofty sentiments 
of right which tend to social happiness. 



SI 

The suiii now distributable among the several counties a?? 
a poor school fund, is twenty-one thousand and eighty-nine 
dollars and sixty-four cents ; an amount so inconsiderable, 
I regret to say, as to afford them but little means of de- 
fraying the expenses of the education of those for whom it 
was intended. But for engagements that may have been 
made with teachers for the present year, dependent on the 
funds expected from the State, I would recommend its be- 
ing retained until another dividend shall arise upon the 
stock applicable to this object, which will be in April next. 



[Extract from the Message of Gov. Charles J. McDoiiald, 1842.] 

After the repeal of the annual appropriation of six thou- 
sand dollars for the support of the University, the Trustees 
found it necessary to diminish the number of professorships, 
as well as to reduce the salaries of the members of the Fac- 
ulty, who were retained. Organized as it is, with the same 
able President at its head, it promises as much usefulness, 
as, under its adverse circumstances, could be expected from 
it. So well aware were the wise framers of the Constitu- 
tion, that the strength of a Republic depends upon the in- 
telligence of the people, #hat they were careful to lay it 
down as a fundamental principle of the government, that 
the arts and'sciences should be promoted, in one or more 
seminaries of learning. It is a historical truth, that human 
rights have been more boldly asserted and daringly main- 
tained in those countries, where the enlightment of the 
public mind, has enabled the people to understand them 
best. All improvements in society and government, and in 
the condition of a people, depend, more or less, on the de- 
gree of general intelligence that prevails. It is the duty of 
every State, therefore, whose government is based upon an 
acknowledgement of an equality of human rights, to en- 
courage and foster some public institution of learning, at 
which the most finished education can be obtained. Other- 
wise, the wealthy, who alone can sustain the heavy expense 
attendant upon the foreign education of children, will be 
able to afford their sons a thorough knowledge of the pro- 
founder sciences, and place within their reach the rich treas- 
ures of polite and elegant literature. It is that numerous 
class of our citizens, of moderate property, who, not being 
able to send their children abroad, could encounter the ex- 
pense of an education within our limits, that are to be 
benefited by a State institution. Every consideration of 
policy and justice, then, recommends to you a renewal of 
the liberal patronage which so long sustained our Universi- 
ty. 



S2 

Tlni eftbrts lieretofore made to coiifor the benefits of edu- 
cation upon all, through the instrunieutality of connnon and 
poor schools, have not been attended witii the success that 
was hoped for. The great abuse to wliich the system is 
subject, atlbrds conclusive evidence that it is I'adically de- 
fective. In many places the fund set apart and distributed 
for this object, has been grossly misapplied, and its intended 
beneficiaries have received no aid from it. Indeed, so small 
a sum is now subject to distribution, that if it were equally 
divided among the children entitled to it tinder the law, 
and h should be distributed in no other manner, it would 
not be sufficient to purchase the books and stationery neces- 
sary for their use. At the last apportionment, the sum 
of seventy cents only was assigned to each child, and 
there must be even a further reduction at the next. This 
is trifling with the subject of education, and wasting the 
public revenue to no purpose. I woidd therefore earnestly 
recommend a thorough and radical change of the system, 
and advise that as soon as the condit'on of the treasury will 
justify it, a seminary for the education of the poor exclusive- 
ly, be established, in a section of the State, eligible on ac- 
count of its health, and the cheapness of provisions, where 
it could be sustained at the least possible expense. Each 
county should be entitled to send to it an equal number of 
its poor children, the whole amounting to such number as 
can be supported and educated, annually, by the fund set 
apart for the purpose. The children thus receiving the 
benefits of education, at the hands of the State, should be 
required, under a penalty, and an obligation, to which you 
have the power to confer on them the legal ca^iacity to 
bind themselves, to return to their respective counties, and, 
as a compensation to the public, teach poor children gra- 
tuitously, for such term of time as might be reasonable and 
just. Their counties should be required to board and 
clothe them for 'the time, provided the tuition money for 
the children of persons able to pay for their education, 
should not be sufficient tor the purptse. A system of this 
sort, could not fail to become extensively useful, and the 
funds now wasted in the fruitless attempt, oinder a difl\3rent 
plan, to accomplish the same great object, ought to be care- 
fullv husbanded to carry.it into elfect. 



[Evtrart/rom the Message of Gov. C/uis. J. McDonald, 1S43.] 

The inability of institutions of learning, which depend on 
the meagre means to be derived from private liberality for 
their endowment, to afford thorough scientific education, 
manifests both the wisdom of that provision in the Consti- 



83 



tution which imposes on you the obligation to provide for 
the promotion of the arts and sciences, and the necessity 
that that patriotic duty should be faithfully executed. 1 
commend to your liberal patronage the institution which is 
peculiarly the State's, and that it be placed in a condition 
to enable every Georgian to find at liouie all the facilities 
for mental culture that are to be had in sister States of the 
Union. 

For my views in regard to a system of education for the 
poor, I refer you to the full communication on that subject 
placed before the last Legislature. Reflection has conlirmed 
the opinions then expressed. One hundred young men, an- 
nually discharged with a good education, and who would 
o-enerally engage in the business of ."school keeping, would 
produce an impression on society that would soon be seen 
in tlie moral and intellectual improvement of the people. 
Such men, adding experimental and practical knowledge to 
that acquired from books, would become valuable accessions 
to our State and National Councils. 



{Extract from the Message of Gov. Geo. IV. Crawford, 1S45.] 

It must be confessed that the present system of free 
schools has not diffused the blessings that were anticipated 
by its benevolent and patriotic projectors. Its failure may 
be mainly ascribed to the irregular aid derived from the 
State, the unfortunate administration of its funds, and a 
general popular indifference to the subject. The Poor 
School Fund, amounting once to half a million of dollars, is 
now reduced to two thousand six hundred and thirty shares 
of the capital stock of the Banks of the State of Grcorgia 
and Augusta. Until the last session of the Legislature, it 
formed a part of the capital of the Central Bank, and during 
two years of this period no dividend was declared and dis- 
tributed for educational purposes. Moreover, it is now 
stated as an illustration of general indifference on tliis sub- 
ject, that, during the past year, only fifty-three of the 
ninety-three counties of the State made applications at the 
Treasur3^for their allotments of the Poor School Fund, and 
when too the penalty for default was known to be an abso- 
lute forfeiture of claim. 

The numerous acts of the Legislature, which have been 
as only so many innovations upon the system, have related 
principally to the administration of the funds in the hands 
of public officers, and have been frequently passed under 
the allegation of its actual or -supposed misapplication. 

As a remedy for these evils, it is respectfully proposed 
for your consideration that the system be changed so as to 



84 

infuse into it more of public care, by coinbiuiug witli it 
public responsibility. This end, it is thought, may be ac- 
complished by immediately distributing the Poor School 
Fund among the several counties upon a basis similar to the 
one by which dividends are now declared — giving to the 
Grand Juries the approval or disapproval of the direction 
and application of the fund — holding each county liable for 
the principal amount receiv(!d, and in case of loss or diminu- 
tion of the same, from any cause whatsoever, the deficiency 
to be replaced by an extra tax levied by order of the In- 
ferior Court, on the representation of any Grand Jury, and, 
in its default, then to be collected by a mandate of the Su- 
perior Court of the county. 

In making distribution according to the foregoing plan, 
it will be necessary to make provision that as the shares of 
the bank stock constituting the Poor School Fund are in 
amounts of one hundred dollars each, fractional sums may 
occur which may be advanced from the Treasury without 
inconvenience, as an equal amount in the undistributed 
shares of stock would necessarily be retained, and which, 
when sold with the accunjulating dividends, wouh) soon re- 
imburse the State. 

It is proper that I state that this remnant of public 
bounty under an act for the education of the poor, passed 
by the last Legislature, was transferred from the Central 
Bank to the Treasury, where I hope it will remain un- 
touched unless for the sj>ecific object to which it was ori- 
ginally dedicated. Be the dividends large or snjall, one 
desirable object will be attained, — that of certainty in a 
fund reliable for some amount. It will give the assurance 
that the plan of general education, commended to our care 
by every political and social consideration, is not aban- 
doned. The amount received from the fund during the last 
year, and subject to distribution, was $2,22-5. The estimated 
amount of the' current year will be $18,000. 

In connection with this subject, I would respectfully refer 
you to the constitutional recpiirement in relation to the 
liberal and continuing endowment of one or more seminaries 
of learning. Its obvious purpose was to elevate as well as 
to diffuse learning. Both plans are constitutionally united, 
and, in the spirit of their original conception, should move 
harmoniously 'together. The means of a liberal education 
were intended to be cheap, and easily accessible to the 
aspiring youth who has no other fortune than his genius 
and perseverance — who springs up vigorously in the midst 
of the people, and partakes their sympathies. To-day 
they are his patrons — to-morrow he is their advocate. This 
is a part of the policy of our educational system which was 
planned by ancestral wisdom, and perpetuated by constitu- 
tional command. 



85 
[Extract from the Message of Gov. Geo. W. Cravford, 1S47.] 

Other considerations of equally grave import cannot fail 
to attract your attention in connection witli the industrial 
pursuits of the State, and the policy if not necessity of 
effecting some modifications in them. The great defect is 
the want of diversity in our labor. It has been concen- 
trated on the 'rearing of one great staple, which, with the 
contributions of other States of a like production, has, 
through a series of years, so accumulated in the markets of 
the world as scarcely to leave the planter remunerating 
profits. In the meantime, an exhausting system of tillage 
has rendered the soil less productive. Firmly convinced 
that the amount of labor, as now and heretofore directed 
in the State, is greatly disproportionate to the other indus- 
trial processes of life, and its tendency is to decline and 
ultimate decay, I would suggest, as a remedy, the incorpo- 
ration of manufacturing companies with the most liberal 
charters. The grant of these cannot injuriously affect 
other interests, but, on the contrary, promote them. The 
charters will be inducements to new investments, and, as 
they may divert capital and labor from other employments, 
especially from agriculture, to that extent the planter will 
be removed fi'om a competition that has been dragging 
down the price of his staples. 

Like all the great works of internal improvement, the 
plan in view contemjilates that there should be joint effort 
and co-operation. A v^dse policy wall awaken the incentive 
to action, and impose no restraint that will retard its pro- 
gress or mar its success. An .exemption from taxation, or 
the imposition of a small tax for a specified number of 
years, and also an exemption of the private property of 
the stockholder from liability for the debts of the company 
of which he is a member, would in my opinion conduce to 
the establishment of extensive manufactories, and, as a 
consequence, give an injpulse to all the useful mechanical 
arts and their train of attendant blessings. Of these, in a 
paper like this, it can scarcely' be expected that I should 
address you at large, except by suggesting for your conside- 
ration a comparison between those communities, however 
extended into States, Empires, or Kingdoms, in which the 
pursuits of labor are so diversified as to supply general 
wants, and those vrhich are confined to the production of a 
few rich staples to the neglect of the common necessaries 
of life — the general effect of that trade, in which the raw 
materials are returned in manufactured fabrics at increased 
prices, varying from two to five hundred per cent., and an 
impartial examination of the natural advantages in motive 
power, climate, and a home market. 

Nor will this subject, in relation to the exemption of the 



86 

private property of the corporator, be dismissed without 
adverting to the probable effect of sucli policy. It will be 
an invitation to foreign and domestic cu[»italists to invest in 
mannfacturing companies, and so far from inducing an abnse 
of it, will operate as a restraint on credit. Unlike the bills 
of a bank, which pass by delivery, and for the time being 
constitute the holders thereof the creditors of the bank, the 
contracts of manufacturing companies are usually special 
and restricted to the original parties. The prudence of the 
creditor, in such instances, generally guards him against 
injury or loss. As an equivalent for this privilege, I recom- 
mend that each incorporated company be required, under a 
specific penalty, to give to each indented apprentice the 
opportunity of accpiiring, free of expense to the appren- 
tice, the rudiments of an English education. In this as- 
pect, the plan is fraught with philanthrophy. Our educa- 
tional system is in some respects deficient, by reason of the 
sparseness of population, and tkc distance of the pupils 
from places of instiuction. By the proposed scheme, 
classes will be assembled, and the fiicili-ties of mental im- 
provement be afforded without public aid. At the same 
time, the apprentices will be accustomed to habits of in- 
dustry, so that on reaching the end of their apprenticeship 
they may go forth furnished with the means of success in 
life. It is this combination of mental culture and habits 
of bodily labor which has produced the most energetic and 
successful men of the modern age. Socially, it is worthy 
of trial, if experience may be presumed to teach the same 
lessons everywhere — individually it teems with promised 
blessings, as it disarms poverty of want, and rescues igno- 
rance from folly. The objection that the population of 
manufacturing districts in other countries is usually dwarf- 
ish and dependant, cannot be supposed to exist with us, 
unless we overlook the proofs of experience in other States. 
The people of the Eastern States, in which the mechanical 
arts mostly flourish, are carrying their pursuits into, and 
impressing in some degree their opinions on every part of 
the Union. So far then from creating a class of depen- 
dants, the reverse may be affirmed to be true. What con- 
dition of life, however humble, has not furnished its quota 
of men who have illustrated that neither ionorance nor 
poverty can repress the successful aspirations for wealth or 
honor? The genius of our institutions forbids that man 
should be a dependant, when tempted or trained to exercise 
his body and mind. A wise forecast, partaking of the gene- 
ral freedom with which we are surrounded, should apply 
the incentive to both. 



/ S7 

\Exlract from the Message of Gov. G. TV. Toicns., 1S51.J 

Under a Joint Resolution of the last General Assembly, 
as also the preceding one, it was made my duty to appoint 
a Committee to inquire into the state of Education in. (leor- 
gia, to report to the next Legislature on the present Poor 
School laws, to recommend any alteration in the same, that 
might to them, seem advisable, or to suggest a plan for 
general education, if conceived by them expedient, accom- 
panied with a Bill for carrying out the same. Under the 
tirst Resolution, adopted in 1847, the Hon. A. H. Chappell, 
Bishop Elliott, and Dr. Leonidas B. INJercer, were appoint- 
ed a Committee. They failed, however, to report to the 
last Legislature. 

It is proper I should also state, that a part of the Com- 
mittee, as came to my knowledge, bestowed considerable 
la|)or in collecting materials preparatory to the Report. A 
regret was felt, and by none more than myself, that a re- 
port from these gentlemen, so favorably and geuerall)^ 
known, was not made. The last Legislature substantially 
adopted the Resolution of the preceding one, containing 
the same highly objectionable feature, requiring me to 
appoint a Committee to prepare a report upon this 
subject to the Legislature. " provided the same could be 
done without cost to the State, or cost upon the School 
fund." 

During the early part of the last year, an opportunity 
was offered for consultation with an eminent citizen, who 
from education, pursuits and practical experience, was well 
informed of the wants of the country in reference to the 
subject, and who kindly assured me of his willingness to 
serve the public in this respect, if, upon reflection, he should 
become satisfied that he could do so with satisfaction to 
himself, or with benefit to others. Within the last forty 
days," the Rev. George F. Pierce, the gentleman referred to, 
through a friend, notified me of his readiness to engage in 
this arduous duty. Dr. Talmage, President of the Ogle- 
thorpe University, and Dr. L. B. Mercer, of Lee, were asso- 
ciated with him, from each of whom, the gratifying assur- 
ance has been received, of their ready co-operation. From 
the Report of this Committee, which may be expected at an 
early day, valuable information and suggestions, deserving 
the consideration of the Legislature, may be confidently 
anticipated. 

I consider, from the higli character, literary attainments, 
the zeal, and general knowledge of the wants of the State, 
which these gentlemen will bring to the task of preparing 
a Report on the subjects embraced in the Resolution, the 
countiy has a guarantee of its ability and practical utility. 



S8 

It is conteiiiplated by the terms of tlie Resolution, that 
the report will be made directly to the Legislature, by the 
Committee. 

Upon this important subjcet, of universal interest, I 
have, in the discussion ol other questions, incidentally re- 
ferred'to some of the considerations that may arise in this. 
One or two additonal suggestions only, will be offered at 
this time. 

.Judging from the demonstrations made during the past 
summer, in behalf of Education, it may be assumed, that a 
large proportion of the intelligence- of the State is in favor 
of abolishing the present system, (if it can so be regarded,) 
of educating the poor, and adopting free schools common 
to all, in its stead. A system of common schools, I doubt 
not, may be established, adapted to the wants of our peo- 
ple ; but to plant and rear so delicate a bud, and at the 
same time, of such incalculable importance to the future 
character of the Sti^te, requires the fostering hand of the 
Legislature. 

The arguments in favor of Common Schools, to my mind, 
are clear and unanswerable ; but obvious propriety will not 
allow me to notice but one or two. 

Equality in the' distribution of benefits by the State to 
its people, is a cardinal principle of Justice. When this'prin- 
ciple is observed, you produce amity, concord and friend- 
ship ; when disregarded, the consequence is heart-burnings, 
discontent and opposition. Success in this noble work of 
educating the youth of the State, and thereby jDreparing 
them, in some measure, at least, for future usefulness to 
themselves, their families, and their countr3%is the business 
of all classes and conditions, conjointly and harmoniously co- 
operating to bring about one general result. 

There is in the human heart, a feeling of approbation and 
security in systems of education, as well as others, that are 
based upon equal rights ; while the opposite feeling of re- 
pugnance and mistrust, springs np for that munificence that 
degrades the objects of its care, by odious distinctions. The 
poor parent may desire to see liis child educated, and feel 
himself unable to furnish the means, but he does not wish 
to be pointed at as an improvident father, who, from folly 
or crime, is unable to discharge this duty to his child ; and, 
again, the generous, high-sonled youth would sooner grope 
his way in ignorance throngh life, thail to eiiter the school- 
room to bo taunted and jeered by' his fellows as a charity 
scholar. False as may be deemed this pride, it is a part of 
the nature of man, and if it is the design of your policy to 
be useful, your education must be general, and every diffi- 
culty removed, as far as possible,to the consummation of this 
object. You must invite, encourage, and induce parents to 
discharge their duty to their children, in this respect. You 



89 

cannot, and ouglit not, to force them. But all disgrace, real 
or imaginary, all inequality between the rich and the poor, 
is swept away the moment your system of education is com- 
mon to all. * 

A commendable emulation is excited, a closer communion 
produced, ties of friendship created, and a broader field is 
opened for the full exercise of manly feelings, which, if not 
planted in youth, never take root, by the rich and the poor 
mingling together, and deriving instruction from the same 
source. But conclusive as I believe the arguments to be, 
in favor of Common Schools, over the system of educating 
the poor, provided by the act of 18-13, 1 forbear further re- 
marks, and apply myself to the consideration, briefly, of the 
capacity of the State to furnish adequate means for a system 
of Common Schools. 

What are the resources of the State, and by what means 
is the required sum to be raised, for the object under con- 
sideration ■? This is the great question, and upon the cor- 
rectness of your decision in this regard, hangs the destiny 
of this measure. 

The Bank-Stock, the income from which is, under the 
law of 1843, applied to educating the poor, is an appropri- 
ate fund to be applied to this object, whenever the State 
■provides for the holders of bonds of the Central Bank. The 
next source of permanent income for this object, should be 
the net income from the Western and Atlantic Railroad, af- 
ter the present liens, and such as may be necessary to incur 
for its irrmediate equipment and repairs, have been re- 
deemed ; and the deficiency, if any, should be supplied by a 
'l)er capita tax. 

From these three sources, it is believed, adequate means 
for the most enlarged usefulness might be obtained, if not 
presently, at no distant day. In the meantime, while the 
Kailroad is engaged in discharging its liabilities, let the in- 
come from the Bank-Stock, and the Poll-Tax, be applied to 
the preparation of teachers,«electcd from among our own 
young ladies and gentlemen, and educated atour own Schools 
and Colleges. The leading Christian denominations in our 
State have, within a few years past, founded Colleges, and 
are annually returning to society, highly cultivated and 
moral young men, eminently qualified to take the lead in 
this great w^ork. Besides these Denominational Colleges, 
there is the University of the State ; what may it not ac- 
complish in the preparing and qualifying of young men to 
engage in this important service. 

Encourage these several Colleges, by selecting in some 
equitable mode, such young men as are willing, for a period 
of years, to engage in the duties of teaching, to indemnify 
for the money expended in educating them, and you have a 



90 

guarantee of securing a corps of teachers, thus organized, of 
greater usefulness to the countrj^ tliau by any other phm 
that has suggested itself to my mind. 

But it this plan be not acceptible, let a better one be ad- 
opted. It has occurred to me, that providing the necessary 
means and securing competent teachers, unexceptionable in 
all respects, would be the greatest ditTiculty to overcome. 
For immediate use, no income need be expected from the 
Railroad. The deficiency from that source, if it should be 
deemed ndvisable to commence the system at once, might 
bo supplied by taxation, or 'by the State issuing bonds, the 
interest accruing theicon only, to be paid by the State, 
which should be an ultiniate charge upon the receipts of 
the Western and Atlantic liailroad. This, I should consid- 
er, however, obnoxious to some objections, and therefore, 
do not press it ; but would, with great deference, advise the 
assessment of a poll-tax, which, with the income from bank 
stock, should be applied, lirst, to the qualification of teach- 
ers ; but if it is believed a sufficient number could be en- 
gaged qualified, not merely from literary attaiimients, but 
from association, principle, and sympathy with the people 
of ' Georgia, the experiment might well be made, and its 
beneficial results tested, from the sources of income alluded 
to. Should, however, the poll-tax and bank-stock not fur- 
uii!5h a fund, commensurate with the high claims of educa • 
tion upon the Legislature, let the deficiency be supplied by 
an open and undisguised re(|uisition upon the property of 
the State. 

If it is the wish of property-holders, to see the blessings 
of education extended to all classes and conditions of our 
people, they will yield to the. necessity that demands the 
means; but if they do not, the hope of success must be de- 
ferred to a more favorable season. But, whatever may be 
the fate of your efforts to mature a system of common 
schools at this time, I cannot too earnestly urge upon you 
the importance of pledging the Western and Atlantic Rail- 
road, with its net income after discharging its liabilities, to 
the great object, in which all are interested, of common 
schools. Should the system recommended, or any other, 
receive the favorable consideration of the Legislature at 
this time, however limited the means may be at your com- 
mand, you must have a head — an able and responsible 
Agent or Superintendent, whose duty it shall be to see to 
the fiiithful execution of your own plans; or your brightest 
hopes will end in disappointment. 



[Extract from, the Message of Gov. Howell Cobb, 1S53.] 

At the last session of the General Assembly, provision 
was made by law for the education of a certain number of 
cadets in the-INlilitary Institute, located at Marietta. A re- 
port is herewith transmitted from the Board of Visitors of 
that institution, which will present to the Legislature all the 
information on that subject in my possession. The system 
of military education is growing m popular favor through- 
out the country. In other States of the Union, these acade- 
mies receive liberal endowments from the Government, and 
are becoming more and more. the favorites of the people. 
So far as I am enabled to judge, the Marietta Institute has 
been as eminently successful as any of its sister institutions, 
and as deserving of State patronage. 

The cause of Education numbers among its friends, no 
supporters more zealous or liberal than the people of Geor- 
gia. It is with sincere pleasure and honest pride, that we 
can point to the progress of education throughout our State. 
Our University was never in a more flourishing condition, 
and never more deserving of the confidence and patronage 
of the State. Other colleges have sprung up in generous 
rivalry with this institution, under the patronage of private 
enterprise, affording the most extensive facilities for a liber- 
al education to all who may be possessed of the necessary 
means. Colleges and Seminaries for the education of our 
daughters are to be found in almost every neighborhood, 
founded upon private munificence, and conducted with 
marked energy and ability. I would not unnecessarily mar 
this picture, so grateful to our feelings, and so gtatifying to 
our State pride ; but a sense of duty demands that our at- 
tention should be turned to another branch of the subject, 
which presents for our consideration far different results. 
Whilst the minds of those who have been blessed with the 
necessary means, are being stored with all the rich treasures 
of knowledge, placed in their reach by these flourishing in- 
stitutions, there is to be found another class, less favored of 
Heaven, who are growing up in utter ignorance. The pro- 
priety of providing for the education of the poor is recog- 
nized by every one ; but I anl not sure that its importance 
is fully appreciated. I do not speak of that complete and 
finished education, which can be acquired only in our higher 
Seminaries and Colleges, but I refer to it in its more limited 
sense. The man who can read and write is a well educated 
man, in comparison with one to whom the alphabet is an 
unmeaning njystery; and the gulf that separates these two 
classes is far wider and deeper than the one which lies be- 
tween the humblest scholar and the most learned professor. 
Give to every son and daughter of the State an opportunity 
of learning to read and write, and we become that day an 



92 

educated peoj)lo, for all the practical purposes of govern- 
ment. Tlie honesty, purity and intelligence of the people, 
constitute the firm foundations of a Republican Government. 
To the extcMit of our ability, it is our duty to foster and nur- 
ture these elements of security and stn^ngth. -(xeorgia has, 
in some degree, realized this truth, and exhibited a disposi- 
tion to act upon it. Her ablest sons have been sunnnoned 
to the task of devising systems for the education of the poor, 
and our legislative tables groan under the accumulated re- 
ports of committees ap})ointed to investigate and report upon 
the subject. All that could be done in this way has been 
done, and yet the sons and daughters of poverty are unpro- 
vided with the opportunity of learning to read and write. 
Can nothing more bo eflected? Is this field of labor, so 
inviting to the patriot and philanthropist, to be abandoned 
and forsaken? To answer these inquiries, we must ascer- 
tain first, what has occasioned the failure heretofore? and, 
secondly, are we able and willing to overcome the difficul- 
ty in the future? The first point is very clearly presented 
in the statement of this simple fact — the number of children 
returned under our poor school law, is (38,000) thirty-eight 
thousand, and the money appropriated for their education 
is ($23,000) twenty-three thousand dollars. In other words, 
for the education of each child, the Legislature appropriates 
the sum of sixty cents. I can use no argument or language 
that will present in more forcible terms the main detect in 
our past system, than is to be found in this statement. We 
have failed to educate the destitute children of the State, 
because we have failed to appropriate a sufficient sum of 
money to effect the object. It is more than useless to dis- 
cuss plans and systems, until the necessary means are fur- 
nished to make any plan successful. This view of the sub- 
ject brings me to the second inquir3^ Can this difficulty be 
met and overcome ? In other words, will the Legislature 
appropriate the neccosary amount of money? At present, 
[ am not prepared to recommend any large increase of the 
appropriation. My object is more particularly to call your 
attention to a period in the future, when the required sum 
can be devoted to this object, without the imposition of any 
additional tax upon the peo})le. If I am right in the view 
which I have already presented of the financial condition of 
the State, present and prospective, in the course of a few 
years the public debt will be paid of}*, and there will be no 
necessity for incurring another. When that time shall have 
ari'ived, our present tax law may be reduced one-half, and 
still furnish ample means for an economical administration 
of the Government — giving no just cause of complaint on 
the ground of taxation. The State Railroad, under the 
system I have recommended, will bring into the Treasury 
a certain and regular revenue of two hundred and fifty 



9:i 

thousand dollars, To that sum I look to supply the present 
defect in our educational system for the poor. To that pa- 
triotic object, as well as to the necessities of the InstitutioTis 
established by the State for the Deaf and Dumb, the Blind, 
ana the unfortunate Lunatic, it should be sacredly devDted ; 
and until the wants of each and all should haye been fully 
supplied, not one dollar should be withdrawn for any othei' 
purpose. I have invited your attention to the subject at 
this time, that the public mind may be directed to its con- 
sideration in advance of the period when the policy may, 
with propriety, be adopted. 



^Extract from the Message of Gov, Herschcl T . Johnson, JS55.] 

Our political system is based upon the maxim, that the 
people are capable of self-government. This presupposes 
intelligence, to know how to govern, and virtue, to give that 
intelligence proper direction. Hence, the importance of a 
system of public education to enlighten the intellects and 
moralize the hearts of the masses. The importance of this 
subject i,s paramount, and should bring into requisition all 
the wisdom of the Legislature; whilst the thousands of 
poor children within the State, too indigent to provide for 
themselves the blessings of education, but who must have 
it, as an indispensable qualification for good citizenship, 
should awaken an enlarged and benevolent lil)erality. The 
returns for 1854 show that 4:?,4G7 belong to this class, who 
are entitled to participate in the pittance of $23,388 provided 
for their benefit. The considerations which shou-ld prompt 
to efficient action are apparent to every reflecting mind. 
They are such as challenge the attention of the highest 
statesmanship. We see them not only in the necessity of 
education to the perpetuity of popular liberty, but in the 
thousand social blessings which it confers. It promotes 
public peace, gives security to property, dihiinishes crime, 
lightens the expense of administering the law, stimulates 
enterprise, directs industry and capital, and hastens the 
march of civilization. The difficulty is, not to determine 
what ought to be done, but how it shall be done. The 
subject becomes more and more embarrassing, each succes- 
sive year, because the increase of poor children renders the 
amount of money adequate to the emergency more difficult 
to be raised. Hence, if the Legislature ever intend to come 
up fully end fairly to the high mark of enlightened duty, it 
would seem that the time has arrived when they should 
initiate a system capable of gradual expansion and self-sus- 
tentation. I shall venture no specific recommendation. I 
prefer rather to submit the great subject to your wisdom, 



94 

aiiiiniitetl as it must be by })atnotic desire to promote the 
happiness and prosperity ot" the tState. lint if I coukl com- 
mand tlie power to awaken the pro})er spirit and excite the 
proper liherality, I would njake the appeal with an. urgency 
which shonkl be overwhelming, that the General Assembly 
will not rise, until it shall have redeeintid the high obliga- 
tions of the present, to fidarc generations. Georgia is in ad- 
vance, in material prosperity and improvement; she is in 
the rear, on the subject of common school education. The 
ship, driven before the wind, may- sail rapidly, for a time, 
without a helmsman, but she will be wrecked at last. 
Education is to State progress, what the helmsman is to 
tJje ship; the more rapid her career, without it, the sooner 
slu; will be stranded. 

In this connection, the State University is earnestly com- 
mended to your fostering care. l)y refereiice to the act of 
i7So, "lor the more full and complete establishment of a 
public seat of learning in this State," it is quite evident that 
our forelathers designed to erect a University of the highest 
character. It is apparent, from the preamble to the bill, 
and from the very liberal endovv'uient for which they pro- 
vided. In view of the paramount importance which they 
attached to liberal education, as a means of sustaining and 
perpetuating free government, they felt that it was a humilia- 
ting acknowledgment of the ignorance or inferiority of our 
own State, to send our youth abroad to others, for its ac- 
(piisition. If this were true in 17S.5, the policy which they 
then deplored, is still more to be deprecated now, when, by 
sending them to other States, they are surrounded by pre- 
judices and influences against onr domestic institutions, 
calculated to give an unwholesome direction to their senti- 
ments. The original design of the founders of our State 
University ought therefore to be com[)leted and perfected. 
It should be so endowed, and furnished with all the iacili- 
tjes for the prosecution of scientific research, as to enable 
the devotees of learning to reach the highest attainmeiits. 
Several other professorships should be created, and ample 
appropriations made for such compensation as will command 
the highest talent to fill them. 

By the liberality of the late Dr. William Terrell, an Agri- 
cultural chair has been established, and 820,000 donated, 
the interest of which is to be applied to the support of its 
Professor, in the State University. But this is inadequate. 
To render the department etticient and useful, the Legisla- 
ture should not oidy increase the snm to the extent of an 
ample endowment, but also make a suitable appropriation 
for fitting it up with'ample means ot instruction, illustra- 
tion, and experiment. The appeal, upon this score, will 
not be in vain. It is the first movement, in Georgia, in fa- 
vor of iVgricultural education, hitherto more neglected, al- 



95 

though more important, than any other brancli. The Pro- 
fessor may produce annually his course of Lectures, and 
delight his class with the theory of Agriculture, but he 
must liave the means of illustration and experiment to un- 
fold its relations to, and dependence upon, Mineralogy, Ge- 
ology, Botany, Chemistry, Natural History, and Mechanics. 
Agriculture is the most important, because it is the founda- 
tion of all other pursuits. It supplies Commerce and Manu- 
factures, in all their various and multiplied departments, 
with whatever imparts to them activity, proispeiity aijd vi- 
tality, Hence the indispensibility of its being directed and 
dignified by the light of science and the devotion of edu- 
cated mind. 

The promotion of Agriculture and the development of 
our mineral resources should engage the, earnest attention 
of the Legislature. In the older region of the Stnte, much 
of the lands have become exhausted by tillage, and planters 
are (turning attention to the reclamation of swamps, by 
ditching and embanking. The latter process, in many in- 
stances, is prevented by the fact that embankments throw 
back water over the land of adjacent owners. When this 
is the case, the apprehension of an injunction ai'rests the 
enterprise. I recommend the passage of a law to authorize 
any person owning swamp land, on one side of a stream or 
creek, to embank the same, although it should have the ef- 
fect to increase the water over the swamp of the other side, 
owned by another. Such an act will grcatl}" promote such 
enterprises, and lead to the reclamation of thousands of acres 
of the most productive lands, which are, otherwise, valueless. 

As a further means of encouraging Agriculture and the 
development of the mineral wealth of the State, I recom- 
mend that provision be made by the Legislature for the ap- 
pointment, with a suitable salary, of a kState Geologist, Min- 
eralogist and Agricultural Chemist. His office should be 
located at the Capital, and his general duty should be to 
make a Geological survey of the State, direct the mode of 
testing for ores, analyze soils, and point out the various 
kinds of manures for their fertilization. To make the or- 
ganization of such a department efficient and useful, it 
would require the State to be divided into Geological Dis- 
tricts, and the employment of assistants. Its details, how- 
ever, will readily suggest themselves to the Legislature, and 
the policy once adopted i.n good earnest, time and expe- 
rience will very soon perfect it. A similar appointment, 
in other States, has been attended with the most beneficial 
results. It, is more oasj to adduce than to select illustra- 
tions of its advantages. In Georgia, but little^ attention 
has beeh devoted to Agricultui-al education ; and without 
disparagement to our planters, it must be confessed that 
their success is mainly the result of fertility of soil, and un- 



90 

coiKinerablc energy and industry. They owe but little to 
the api>licatioii of scientific principles to tlie multiplied de- 
tails of the plantation. But as the lands become exhausted 
by such a system of cultivation, they will refuse their 
wonted yield, until science shall come to their rescue, by 
showing the means of their resuscitation. The office under 
consicUn-ation will, to a considerable extent, remedy this 
wide-spread evil. l')y his analysis of specimens of soils fur- 
nished to him, he will explain to the owners the character, 
components and quantity of the manures required to fertilize 
them. By delivering public lectures as often, and at as 
many Doints, as he may be able, he will instruct the in- 
habitants of whole Agricultural districts, as to the qualities 
of their lands, and the fertilizers best calculated to confer 
upon them the highest capacity for production. This will 
soon awaken the proper spirit among the people, and lead, 
as an ultimate result, to a just appreciation of the impor- 
tance of Agricultural education. The aggregate of advan- 
tage could be ascertained only by knowing fully the loss to 
the country from the absence of, and the amount gained by, 
the application of science to the operations of the planta- 
tion. And how shall we estimate the thrift and activity 
which such an appointment will impart to the Mining in- 
terests of the State ? Her mountains and hills are rich in 
embedded mines of ore. As yet, we have made but little 
progress in their discovcny. Vast sums are expended, iu 
blind experiments to ascertain their location, resulting often 
in the hopeless ruin of the zealous seeker after hidden 
wealth. The large amount saved, in the work of testing 
for ores, is the least of the advantages of the appointment 
under consideration. The actual wealth which would be 
developed by the scientific direction of these operations, is 
absolutely incalculable, whilst it would, at the same time, 
open new channels for capital and industry, and furnish em- 
ployment for thousands of laborers. I may not dwell at 
greater length upon this interesting topic. I trust it will 
engage the serious deliberations of the IjCgislature, and that 
they will act as becomes enlightened statesmen. 



V [Extract from the' Message of Gov. Hersehcl V. Johnson ^ 1857.] 
It is needless to adduce argument to convince intelligent 
men of the educational wants of Georgia. It is de- 
monstrated by the fact, that there are many thousand adults 
in our midst who can neither read nor write, and as many 
poor children who must be forever debarred the bless- 
ings of education, in consequence of the poverty of their 
parents ; by the great deficiency of teachers to supply the 
demand in almost every section of the State ; by the char- 



97 

acter of our political institutions, which are based upon the 
assumed capacity of the people for self government; by 
the fact that too many of our children are sent to distant 
States for education, where they are liable to imbibe doc- 
trines hostile to our peculiar social organization, and are 
surrounded by influences calculated to impart an" anti- 
southern tone to their sentiments and feelings ; by the crime 
that burdens our criminal dockets, and levies its thousands 
of tribute upon the earnings of honest industry, to sup- 
port paupers and prisons; by the violence and corruption 
that desecrate the ballot box, at all our popular elections; 
by the exhaustion of the soil, under a system of agriculture 
that glories in excluding the application of scientitic princi- 
ples. I am aware that education, to be eftective, must com- 
mand the zeal and appreciative energies of the parents ot 
each succeeding generation. lam equally aware that the 
establishment of any general scheme will require in the 
end, a large expenditure of money. But, as it may not be 
accomplished in a day or a year, so the entire amount need 
not be appropriated at once. It must be a work of 
time, and its fruits gathered through successive years of 
patience and toil. But shall this be an argument for post- 
poning indefinitely itsconmiencement V Is it not rather an 
incentive to speedy action, stimulated by the promptings 
of patriotism and pliilanthrophyV But the obligation of 
the Legislature rests upon special grounds. The Constitu- 
tion is mandatory. Article iv. Section xiii. declares tiiat 
"The arts and sciences shall be promoted in the establish- 
ment of one or more seminaries of learning, and the Leg- 
islature shall, as soon as conveniently may be, give such 
further dona'tions and privileges to those already estab- 
lished, as may be necessary to secure the objects of their 
institution; and it shall be the duty of the General Assem- 
bly, at their next Session (that is, tlie next session after the 
adoption of the Constitution,) to provide efTectual means 
for the improvement and permanent security of the funds 
and endowments of such institutions." What has been 
done to carry into effect this clause of your Constitution Y 
How little ? It has reference mainly to the State Universi- 
ty, which had been chartered in 1785. Hence, it is ob- 
vious, that it is the sworn duty of the Greneral Assembly, to 
place our State University upon the footing contemplated 
by its wise and patriotic founders, or in other words, ''give 
it such donations and privileges as may be necessary to se- 
cure the objects of its institution." Indeed, the whole 
subject of education is confided to the General Assembly, 
with the 'positive injiuiction to such action as may be proper 
to supply the wants of the State. That contracted policy 
whicFi is ever standing at the door of the Treasury, with 
a flaming two-edged sword, is but little better than moral 
7 



98 

treason to the Constitution, which, for more than half a 
century, lias been pleadingfor conl'orniity ontliepart ofthose 
who swear to obey. Education is the friend of the State. It 
will elevate the people, it will diniinish crime and the ex- 
pense of executing the laws. It will pri/^e out the poor from 
the niiVe into which innocent poverty has sunk them, and 
place them on an intellectual ecjuality with the favored 
sons of fortune. It will dig from the mine many an un- 
]>olished gem, to glitter in the crown of cultivated society. 
Ft will stimulate enterprise, and direct its energies to proiit- 
able objects. It will dignify labor, and open new channels 
for capital. It will disinter the mineral wealth of the 
.State, and add millions to the productions of agriculture. — 
It will bring into the field of science an array of mind that 
will adorn our escutcheon, and dazzle tlie world by its 
achievements. In a word, Georgia must fail of her i^reat 
mission, without the adoption of a wise and comprehensive 
educational policy. Away, then, with that narrow stingi- 
ness which begrudges a dollar to such a cause, while it is 
often wasteful of thousands, upon objects that possess lit- 
tle or no merit. Go forward boldly, firmly, liberally, to 
meet the wants of the State. Adjust your scheme to the 
character of our po]Hilation. Apply to the task your 
wisest deliberations. Impart to it the element of self-vin- 
dication and self-support. Make it simple in its details, and 
dependent, for its success and growth, upon the volun- 
tary support of the people. 

Can such a system of common school education be de- 
vised V What has been accomplished in other States, can 
be done here. Upon so delicate and difficult a subject, I 
present the outline of a plan with diffidence. But I make 
the venture for what it is worth, hoping that it may, at 
least, prove suggestive of something better. 

I. Authorize each county, at its option, to be divided 
iuto common school districts of such dimensions that chil- 
dren can walk from their several boundaries to the school 
houses, to be located in the centers. 

"2. Jjct each district be clothed with the power of self- 
taxation, and tlu^ appointment of a Treasurer. 

-3. Let each district, by public meeting, annually to be 
held, declare what sum they are willing to raise for common 
school purposes therein, to be collected by taxation, as the 
State tax is now collected b}' law, and to be ])aid over to the 
district Treasunn'. 

4. Upon the report of the district Treasurer to the Ex- 
ecutive, of the amount actually collected, let the Governor 
be authorized to draw his warrant on the State Treasury for 
a like sum, to be paid ^to the said district Treasurer, which, 
together with the money thus collected by voluntary taxa- 



99 

tion, shall constitute a common school fund for such dis- 
trict, for the year for whicli it may be intended. 

5. Let the common school district Treasurer be required 
to give bond and security, under the approval of the In- 
ferior Court of the county, for the faithful application of 
the fund, and to make annual returns to the Interior Court,. 
on the first Monday in January, in each year, accompanied 
with vouchers for his disbursement!?. 

The advantages of this plan are palpable. First, it is 
simple. Secondly, it addresses itself to the voluntary ac- 
tion of the people of each district — if they wish a school 
they can have it; if they do not, it will not be forced upon 
them. Thirdly, this appeal to the voluntary principle, will 
beget thought and debate, so that if rejected at first, 
truth will hnaliy prevail, and the system be adopted; it 
will therefore prove to be a growing, self-vindicating, self- 
sustaining system. Fourthly, it meets the objection v.'hich 
is so formidable, that, in sonie sections, the population is 
so sparse, that the connnon school system is impracticable. 
It is intended to operate only where there are inhabitants, 
and even then, alone upon the condition, that they are will- 
ing and ready to do their part towards it. Last!}', the ab- 
sence of school privileges will no longer deter immigra- 
tion to destitute regions. This plan will invite immigra- 
tion, and thus soon fill up the uninhabited districts. 

It may be thought that the adoption of such a syste.u 
will at once create a demand for money which the State 
Treasury cannot meet. That it will require a considerable 
sum of money is obvious ; but not so much as to deter 
from the experiment. It will not be adopted in every coun- 
ty of the State at first, much less by every school district. 
Many wnll not have the population ; many will reject it, for 
years, until they have discussed it thoroughly, and risen to 
a proper appreciation of education ; many more, either 
from inability or disinclination, will impose on themselves 
a very light tax. Therefore, the amount called for from 
the State Treasury will, in the infancy of the system, be 
comparatively small. Besides, in this particular form, it 
need not be perpetual. When it shall have diffused popu- 
lation and the blessings of education over the State, it can 
be modified as experience may show to be necessary. The 
great desideratum for the present, is to arouse our people to 
the importance of the subject. When this shall have been 
accomplished, they will not stop to weigh dollars and cents 
against education. 

But this, or any other system of education cannot be 
carried into effect, without a vast increase of the corps of 
teachers. How can the requisite number be supplied 'f — 
The mode is simple, if the Legislature will will respond to 
the promptings of a liberal spirit. We have several de- 



100 

iioniinutioual Colleges inGcorgin, fouiidod by pr'uate enter- 
prise. Why .should not the Lt^gislatiire endow an Agricul- 
tural Professorship in one of each tlenominatiou, upon the 
condition that it will educate gratuitously, a specilied num- 
ber of young men, in each Congressional District, to be 
selected as the Legislature may direct, who shall pledge 
themselves to teach a given number of years after their 
graduation, in tiie District from which they were selected y 
This will rapidly supply educated teachers, native born, and 
sympathizing with Soiithern interests and institutions. 

As an additional me'ans of obtaining native teachers, let 
the State educate, at he'- own expense, in the State Univer- 
sity, one young man from each county in the State, to be 
chosen by the Inferior Conrt thereof, and to be pledged to 
teach a given nnmber of years, in the county from which he 
shall have been chosen. This will very soon supply the 
deficiency, and render us independent ol' those itinerant ad- 
venturers from other States, who are too often hostile to 
our peculiar institutions. 

But our necessities do not stop here. We need a Univer- 
sity proper. Such, its founders designed our State College 
to be; and the Constitution, as I have shown, has made it 
obligatory on the General Assembly to carry that design 
into effect. When young men have been graduated, whith- 
er can they resort, if they desire to pursue a course of studv 
in the advanced sciences? Finding no suitable institution 
for such purposes, at liome, they are compelled to go 
abroad, or to abandon their high and laudable aspirations. 
The consequence is, that most of our educated men, greatlv 
to the detriment of the Commonwealth, plunge into poli- 
tics, as tin; only path to distinction, or permit their culti- 
vated powers to rust in inglorious ease. 

That this or some other scheme for the object indicated, 
should be adopted, is obvious to all who reject upon the 
educational wants of the State. Indeed, past attempts de- 
monstrate the hold which the subject has upon the public 
mind. It seems, however, that they have all been bafHed by 
the idea that the pecuniary means cannot be furnished. — 
But this difiiculty will vanish from the mind, if the re- 
sources and increasing wealth of the State be duly es- 
timated. As a Georgian, I am proud to believe that she is 
aljle to accomplish whatever she dare attempt, if the object 
be worth}' of her renown, and within the competency of 
patriotic energy and enterprise. 



^ [Extract from Gov. Broiv/i's Message of 1858.] 
The public debt of the State amounts at present to S'J, 
GGOj.^OO, payable at different times during the next twenty 
years. A large portion of this debt has been contracted 



101 

from time to time on account of tlie State Road. The debt, 
it will be remembered, is subject by legislation, already had, 
to be increased $900,000, on account of the State's subscrip- 
tion for stock in the Atlantic and Gulf Railroad Company. 
This would make the whole debt $3, 530,000, should no part 
of it be redeemed before the bonds of the State for the above 
mentioned $900,000, sliall have been issued. By the terms 
of the contract with the bond holders, $289,500 of this debt 
is now subject to be paid at the option of the State, though 
payment cannot be demanded till 1863 and 1868. The Cen- 
tral Bank bonds are also falling due in considerable sums 
annually. Good faith requires that the debts of the State 
be promptly met when due. And sound policy dictates 
that such bonds as arc due or not, at the option of the State 
be taken up as fast as she has the means. 

The net earnings of the Western and Atlantic Railroad 
are already pledged for the payment of a large portion of 
this debt. I therefore recommend the passage of an act set- 
ting apart $200,000 per annum of the net earnings of the 
Road, to be applied in payment and purchase of the public 
debt. And, in view of the great and acknowledged neces- 
sity existing for the education of the children of the State, 
and of the immense advantages wliich would result from the 
establishment of a practical Common School system, I fur- 
ther recommend that a sum as large as the entire amount 
of the public debt, be set apart as a permanent Common 
School Fund for Georgia, to be increased as fast as the pub- 
lic debt is diminished; and that the faith of the State be 
solemnly pledged that no part of this sum shall ever be ap- 
plied to, or appropriated for any other purpose than that 
of education. Let the act make it the duty of the Govern- 
or each year as soon as he shall have taken up the $200,000 
of the State's bonds, to issue $200,000 of new bonds, paya- 
ble at some distant period to be fixed by the Legislature, 
to the Secretary of State as trustee of the common School 
Fund of the State, with semi-annual interest at six per cent 
per annum. The bonds to be deposited in the ofhce of the 
Secretary of State. As the public debt is thus annually di- 
minished, the School Fund will be annually increased, until 
the whole debt is paid to the creditors of the State, and the 
amount paid converted into a School Fund. And as the 
fund is increased from yeai- to year, the amount of interest 
to be used for school purposes will be likewise increased. 

Should this plan be adopted, in a few years the school 
fund of Georgia, including the present fund for that purpose 
would be in round numbers $4,000,000. The amount of 
interest accruing from this fund, to be expended in erecting 
school houses and paying teachers, would be $240,000, per 
annum. I am aware of the difficulties which have been en- 
countered by those who have attempted heretofore to de- 



102 

vise a practical and equal school system for the State, ow- 
ing in a great degree, it is believed, to the tact that portions 
of our State are very densely, w^hile others are quite sparse- 
ly populated. But the fact of our inability to accomplisji 
all we may desire is no sufKcient reason why we should 
neglect to do that which is in our power. Probably the 
principal cause of our failure in the past is attributable to 
a lack of funds and of competent teachers. 

With the gradual increase of the fund proposed, it is not 
doubted that the wisdom of our State would, from time to 
time, improve our present defective system till it woultl be 
so perfected as to attbrd the advantages of an education to 
all or nearly all the children of the State. Let the teach- 
ers be paid by the State, and let every free white child in 
the .State have an equal right to attend and receive instruc- 
tion in the public schools. Let it be a Common School, not 
a Poor School System. Let the children of the richest and 
the poorest parents in the State meet in the school room on 
terms of perfect equality of right. Let there be no aristoc- 
racy there but an aristocracy of color and of conduct. In 
other words, let every free white child in Georgia, whose 
conduct is good, stand upon an equality of right with any 
and every other one in the school-room. In this way the 
advantages of education might be gradually ditTused among 
the people; and many of tlic noblest intellects in Georgia, 
now bedim uied by poverty and not developed for want of 
education, might be made to shine forth in all their splen- 
dor, blessing both church and State by their noble deeds. 

Should $4,000,000 be insufficient to raise annually the 
sum required, the fund might be increased from the incomes 
of the Road, to any amount necessary to accomplish the ob- 
ject. The interest on this fund should be semi-annually dis- 
tributed equally, among the counties, in proportion to the 
whole number of free white children in each, between six 
and sixteen, or of such other age as tlie legislature may 
designate. Authority should also be left witli each county 
to tax itself, at its own pleasure to increase its school fund, 
as at present. And it should be left to the Inferior Court, 
or school commissioners of each county to lay oft' the coun- 
ty into such school districts, as will be most convenient to 
its population, having due regard to their number and con- 
tion. 

Educadon nf Teachers. 

Assuming that provision will be thus made to raise all 
the funds necessary to build school houses and pay the 
teachers to educate all the free white children of the State, 
the next question which presents itself, and perhaps the 



103 

most iiiiportant one of all, is, how shall the State supply 
herself with competent teachers? raised in her midst and 
devoted to her interests and her institutions ? — southern men, 
with iSouthern hearts, and Southern sentiments ? 

For the purpose of educating Georgia teachers in Georgia 
colleges, I propose that the State issue her bonds payable 
at such distant times as the Legislature may designate, bear- 
ing interest at seven per cent payable semi-annually. The 
interest to be paid out of the net earnings of the State Koad ; 
and the bonds to be redeemed out of its proceeds, should it 
ever be sold. That she deliver $200,000 of these bonds to 
tbe State University at Athens, as an additional endowment; 
$50,000 to the Georgia Military Institute, at Mar/etta, and 
$50,000 to each of the three denominational Colleges in the 
State, in consideration that each of said five Colleges, will 
bind itself to educate annually, one young man as a State 
student, for every $200 of annual interest which the endow- 
ment given by the State pays to the College ; furnishing him 
with boanl, lodging, lights, wasliing, tuition, and all neces- 
sary expenses except clothing, wliich might be furnished bv 
the student himself or his parents. The interest on this 
$400,000 of bonds would be $28,000 per annum. This sum 
would maintain and instruct as above suijffcsted one bun- 
dred and forty young men annually, being one from each 
county in the State, and two from each of the fourteen coun- 
ties having the largest population, unless other new eoun- 
t'ies are formed. I propose that these young men be select- 
ed from all the counties in the St?ite, from that class only 
of young men whose parents are unable to educate the;n, 
and that only such be selected as are of good moral charac- 
ter, industrious and attentive, who desire an education, and 
who give promise of future usefulness. That the selection 
be made in each county by a competent committee appointed 
by the Inferior Court, after an examination at some public 
place in the county of all such young men as desire to be- 
come beneficiaries, and who will attend on a day to be fixed 
by the Inferior Court, aftev giving due notice. Let the com- 
mittee be sworn that they will be governed in the selection 
by the merits of the applicant, without prejudice or partial- 
ity ; and that they select no one whose parents are known 
to be able to give him a collegiate education without doing 
injustice to the rest of his family. And I propose that the 
place of any such student in college be supplied by another 
whenever the faculty of the college shall certify to the In- 
ferior Court of his county, that he is neglecting his studies 
or failing to make reasonable progress, or that he has be- 
come addicted to immoral habits. I propose, that the State, 
in this manner, give to each of the poor young men thus se- 
lected his collegiate education, on condition that he will en- 
ter into a pledge of honor, to make teaching his profession 



104 

ill the county from which lie is sent, for as many years as 
hi! siiali have been maintained and educated by the State in 
college ; the State permitting him to enjoy the incomes of 
his labor, but recjuiringhini to labor as a teacher. 

Many of these young gentlemen would no doubt, adopt 
teaching as their profession for life. This would supply tbe 
State after a few years with competent teachers. And as 
tlu'se young men while teaching in the various counties in 
the State would prepare others to teach without going to 
, college, pure streams of learning would thus be caused to 
How out from the colleges, and be diffused among the masses 
of the people thi-oughont the State. Then we woidd not so 
often iiear the complaint, that the child must unlearn at one 
school what it has taken it months perhaps to learn at an- 
other under an incompetent teacher. This plan is intended 
to equalize as far as possible, the poor with the rich, by 
giving to as niaiiy of them as possible, at the expense of the 
State, an opportunity to educate their sons in college, a 
])rivilege at present confined almost exclusively to the rich; 
as poor men have not means to educate their sons, however 
deserving or promising they ma}' be. 

Under the plan above proposed it is not intended to make 
a donation, or absolute gift to the colleges, of a single dol- 
lar of the bonds of the xState. It is intended only to deliv- 
er the bonds to the colleges and to pay to them the interest 
i^emi-annually, as a compensation for them to maintain and 
educate annually, one hundred and forty young men of 
promise, who could in no other way enjoy the advantages 
of a liberal education; who in turn are to difiuse intelli- 
gence among the great body of the people, thereby supply- 
ing the State with Georgia teachers well qualilied to teach 
the youth of Georgia ; and who would be, at the same time 
tlie natural friends of her institutions. As a part of this 
plan I also propose that a General Supeiintendant of schools 
for tlie State, be appointed with a salary sufficient to secure 
the best talent, whose duty it shall be"^ to collect valuable 
information upon the subject, and report annually to the 
Executive, to be laid before the Legislature. And to trav- 
erse the State in every direction, visit the schools, address 
the people, and do all in his power to create a lively inter- 
est on the subject of education. 

Carry out tin's plan and who can estimate its benefits to 
the State ? I regard the education of the children of the 
State as the grand object of primary importance, which 
should, if necessary, take precedence of all other questions 
of State policy. For I apprehend it will be readily admit- 
ted by every intelligent person, that the stability and per- 
manence of our republican institutions hang u}>on the intel- 
ligence and virtue of our people. No monarch rules here ! 
And it is the pride of our system of government that each 



105 

citizen at the ballot box possesses equal rights of sovereign- 
ty with every other one. Thanks be to our Heavenly Fath- 
er, the popular voice cannot here be hushed in the silence 
of despotism, but the popular will dictates the laws. May 
it thus ever remain ! How important it is, therefore, that 
the masses of the people be educated, so each maybe able 
to read and understand for himself, the constitution and his- 
tory of his country, and to judge and decide for himself, 
what are the true principles and policy of his government. 
But how much more important it is, in my opinion, that 
every person in the State be enabled to read for liim or 
herself the Holy Bible, and to comprehend the great prin- 
ciples of Christianity, in the eternal truths of which, I am a 
tirm, though humble believer. Educate the masses and in- 
culcate virtue and morality, and you lay broad and deep, in 
the hearts of our people, the only sure foundations of re- 
publican liberty and religious toleration ; the latter of 
which is the brightest gem in the constitution of our coun- 
try- 

By adopting the proposed line of policy we have it in our 
power, without increase of taxation or burden to our people, 
to place Georgia, so far as education is concerned, in the 
proudest position of any State in the Union. Let her edu- 
cate every son and daughter within her limits, and she may 
then justly boast that she is the empire State of not only 
the South, but of the whole Union. By this plan the pub- 
lic debt would be reduced, and the school fund increased, 
annually, $200,000 ; and the interest amounting yearly to 
S28,000 on the bonds delivered to the Colleges, would be 
paid semi-annually, out of the net earnings of the State 
Road ; and there would be left an annual income from that 
source of $72,000, to be applied to other purposes. 



'•^ [Extract from Gov. Broini's Message of 1859.] 

The last Legislature, by its liberal enactments and en- 
lightened views upon the subject of Common School Educa- 
tion, not only rendered the State a most valuable service and 
entitled itself to the thanks of the whole people, but set an 
example of liberality in favor of education which challen- 
ges the approbation and deserves the imitation of all its suc- 
cessors. It is true, the Common School System adopted, 
was not perfect, nor was this to have been expected. So 
great a work must be progressive and a succession of wise 
enactments, guided by the light of experience, can alone 
perfect it. But the last Legislature did take a most impor- 
tant step in the right direction. It laid broad and deep the 



100 

foiiiidations of a system upon Avhicli, if its successors are 
equally wise, a most beautiful ami perfect structure in all 
magnilicent and symmetrical proportions, will soon be 
reared. 

In addition to the sum heretofore appropriated and dis- 
tributed annually for education, it made an ammal appropri- 
ation of SlOOjOOO, to be paid out of the net proceeds of the 
W. & A. Eoad ; and provided that the school fund should 
be further increased, annually, as last as the public debt is 
decreased ; and that the interest heretofore paid to the 
State's creditors, shall in future as fast as the debt is paid, 
be added to the school fund, and distributed for educational 
purposes. 

This $100,000 appropriation was made under the suppo- 
sition that the net incomes of the State Road would not 
exceed $300,000, per annum. As before stated, the Road 
has during its last fiscal year, paid into the Treasury of the 
State 840:2,000, clear of all necessary expenses and* repairs. 

Estimatins: the future incomes from the Uoad at a like 
sum per annum, I see no just reason why the annual appro- 
priation for school purposes, may not be safely increased to 
$150,000, exclusive of the interest on the old fund, and the 
interest on the bonds which are to be issued for educational 
purposes as the State debt is paid. I earnestly recommend 
this increase of $-50,000, per annum, in the annual appro- 
priation. If this be Uiade, the amount for distribution, next 
year, from the State Treasury for Educational purposes, will 
be nearly $200,000. 

DEPOSIT WITH BANK OF SAVANNAH. 

The School Act of last year authorized n)e to deposit the 
School Fund, and other surplus funds in the Treasury, with 
any of the banks of Augusta or Savannah, at interest, upon 
the best terms I could make with the banks. Under this 
authority, I was able, on the 14th day of January last, to 
deposit the sum of $100,000 with the Bank of Savannah ; 
for whicii it gave its obligation to pay interest on the 
amount, at the rate of seven per cent per annum till the 
third Monday in the present month, whicli is the time fixed 
by the statute for the distribution of the fund among the coun- 
ties. The interest to be received from the bank will be 
nearly $6,000, which wall be added to the amount to be dis- 
tributed, together with some $10,000 of surplus in the 
Treasury. As an inducement to the bank to take the 
$100,000, on these terms, I agreed to give it the benefit of 
the other deposits of the State, for which it furnishes the 
Treasurer, without premium, all the Northern Exchange 
needed in payment of the interest on the public debt, &c. 
Justice to the bank of Sanvannah requires me to state, that 



107 

it has been prompt and liberal in the discharge of its obli- 
gations to the State ; and that I was fully convinced, after 
a correspondence with several other banks in the cities of 
Augusta and Savannah, in reference to this deposit, that 
the bank of Savannah was disposed to act a more liberal 
part towards the State, for the increase of the School Fund, 
tiian any other bank with which I corresponded upon the 
subject. It was the Jirsi to obey the law, and make its re- 
turns as required by the Act of ] 857. I consider it not on- 
ly a solvent institution, but as prompt and reliable as any 
bank in the State. 

SCHOOL COMMISSIONEES. 

The second section of the School Act of 18-58 imposes 
upon the Grand Jury and Ordinary of each connt3^ the duty 
of devising a plan for the advancement of education in the 
county, and gives them sbsolute control over the applica- 
tion of the fund. This portion of the law would seem to 
require amendment. The appropriate duties of the Grand 
Jury connected with the Court, usually require their entire 
time, while in session ; and they cannot, in connection with 
their other duties, give to this subject the attention which 
its importance demands. I therefore recommend such 
change in the law as will transfer this jurisdiction to an in- 
telligent Board of School Commissioners, to be chosen an- 
nually by the Justices of the Inferior Court and Ordinary 
of each county. 

SUPERIXTENDENT OF EDUCATION AND ORDINARIES. 

The School Fund of each County is now paid by the 
Treasurer of the State to the Ordinary of the county, who 
is under bond for its proper application and faithful dis- 
bursement. The sum no\v annually distributed is large, 
and there is no provision of law which requires each Ordi- 
dinary to report to the Governor or the Legislature, or to 
any other authority at the Capitol, how" he has disposed of 
the fund in his hands. To prevent any misapplication of 
this fund, and for the purpose of holding all persons who 
have control of public money to a strict accountability, I 
recommend the appointment, in such mode as may be 
thought best, of a Superintendent of Education for the 
State, who shall keep his office in the State House, and to 
whom every Ordinary in the State shall make annually a 
full and complete report of the disbursement of the school 
funds which he has received from the Treasury, accompa- 
nied by the necessary receipts and vouchers, to be recorded 
in the office of the Superintendent, in a book or books, to 
be kept by him for that purpose, with power in the Super- 
intendent to call any Ordinary in the State to an account, 



lOS 

at any time; and, in case any one sliall be found in default, 
to issue execution immediately against such Ordinary and 
his sureties for the sum for which he may be so in default, 
with 20 per cent, upon the amount, till the same be paid. 
Common prudence would seem to dictate tiiis necessary 
safeguard, where so large an amount of public money is 
distributed among so numerous a class of persous. 

•MODE OF ASCERTAIXIXft THE NUMBER OF CHILDREN. 

The statute makes it the duty of the Ileceiver of Tax Re- 
turns, and the Grand Jury, in each county, to ascertain the 
number of children between the ages of eight and eighteen. 
It is believed this has not been so successl'ul in practice as 
the old laws upon the subject of the enumeration of the 
poor children, which made it the duty of the Justices of the 
Peace, in their respective Militia Districts, to ascertain 
the number, under the supervision and control of the Ordi- 
nary. 

SUBSTITUTION OF NEW STATE BONDS FOR OLD ONES. 

I have found it impossible to call in all the bonds of the 
State in the hands of her creditors, as contemplated by the 
ninth section of tlie School Act, and to issue to the credit- 
ors, in lieu of them, other bonds falling due in equal annual 
installments, till the whole debt is extingushed. The bond- 
liolders are under no obligations to return their bonds and 
receive others of like amount falling due at difi'erent times ; 
and many of them refuse to do so. 

S 100,547 r50 OF BONDS and interest not due, and S-50,- 

500 OF BONDS DUE, PAID. 

There being a large unexpended balance in tlie Treasury, 
after providing for all legal appropriations, including inter- 
est upon the public debt, and fifty thousand five hundred 
dollars of the bonds which fell due during the year, with a 
view' to carry into effect, as far as possible, the objects of 
the Act. I ordered the Treasurer to give notice, in the pub- 
lic gazettes, that he would redeem, at par, at the Treasury, 
or in Augusta or Savannah, the bonds of the State not yet 
due. After several months of advertisement, he was able 
to find only $99,250 of bonds not due, which the holders 
were willing to part with at par. These he redeemed, to- 
gether with $1,297 50 of interest which had accrued upon 
them, which was not yet due. 

$150,000 OF EDUCATIONAL BONDS ISSUED. 

As directed by the statute, I have issued, upon the re- 
demption of these bonds, $150,000 of new bonds, dated the 



109 

iirst clay of this montli, due twenty years after date, bear- 
ing six per cent, interest, payable annually. These bonds 
are payable to the Secretary of State, as the Trustee of the 
Educational Fund of Georgia, and are deposited in his 
office ; the interest upon which will, in future, be distribut- 
ed annually as part of the School Fund. 



[Extract from the Message of Gov. Joseph E. Brown, 1S60.] 
COMMOX SCHOOLS. 

The School Act of 1858 makes it the duty of the Gover- 
nor, as the public debt is paid, to issue new bonds for an 
amount equal to the sum paid; which are to be made pay- 
able to the Secretary of State, as Trustee of the Educa- 
tional Fund of Georgia. Considering the State's subscrip- 
tion for stock in the A. & G. R. Road Company, when made 
under the provisions of the charier, as part of the public 
debt, I have issued and filed in the office of the Secretary 
of State, $iJOO,000 of School bonds, which sum in- 
cludes in round numbers the amount paid in cash on sub- 
scriptions for stock in the A. & G. R. R. Co., and the amount 
paid to bondholders, not including interest during the year. 
These bonds bear date the first day of November, 18G0, and 
arc due twenty years after date. The interest accruing on 
them, at six per cent, is payable annually at the Treasury, 
and is to be used solely for educational purposes. I think 
it our true policy to continue to increase the School Fund, 
and to encourage, by every means in our power, a general 
spirit of education among our people. 

During the past year, SloO,000 have been distributed 
from the Treasury, among the counties, for educational pur- 
poses, less a small balance not drawn by the counties en- 
titled to it. Under existing laws, a like sum of $150,000 
may be distributed this year. I am happy to say that this 
fund is enabling thousands of children to acquire the rudi- 
ments of an education, who, without it, would be entirely 
destitute of the means of doing so. 

I again renew the recommendation made in my last an- 
nual message, that the proper authorities in each county 
be required by law to assess, and cause to be collected, at 
least twenty-five per cent, on the State tax, to be added to 
the school fund of the county; and that, on failure of any 
county to make the assessment, such county be deprived of 
all participation in the State fund for distribution, during 
the year in which no county collection is made. 

I also recommend the enactment of a law making it a 
crime punishable by confinement and labor in the Peniten- 



no 

tiary, should any Ordinary or Treasurer of the educational 
fund, in any county, convert or dispose of the school fu!id, 
or any part of it, to his own use, or fail or refuse, when 
called on, to pay it out promptly in obedience to the order 
of the legal authority in the county for which he is Trea- 
surer. 

I am informed that the Board of Education, in many of 
the counties, have provided thnt the fund bo distributed 
among the school districts of the counties in proportion to 
the number of children in each; and that, when no school 
is taught in a district during the year, the portion assigned 
^to it bo kept for another year. I recommend the passage 
of a law requiring the Ordinary or Treasurer of the fund, 
in every such case, to keep such portion of the fund at in- 
terest, till paid out by him upon the draft of the Board of 
Education of his county; and that, in case any district fails 
to have a school for as long as two years in succession, that 
the fund set apart for that district be apportioned among 
the other districts of the county in which schools have been 
taught. 

NOKMAL SCHOOL FOR FKJIALES. 

I am informed by a highly intelligent citizen of this 
State, who has given much attention to the subject, that a 
Normal School for the education of female teachers, where 
one hundred and fifty may be educated annually, can, after 
the necessary buildings are erected, (which will not be 
costly,) be maintained upon the interest of one hundred 
thousand dollars; and that the State, if she will make that 
appropriation, can secure an ample guaranty for the success 
of the school. The school would be organized upon the 
plan that the girls educated there divide among them- 
selves, and do in their turn, all the cooking, washing and 
other labor necessary to be done at the school. Each would 
be required to furnish her own clothes. The actual cost of 
maintaining each in the school would therefore be the 
prime cost of the proAasions used by each, together with 
books, lights and fuel. 

At this school, which should be located in soma healthy 
portion of our State, large numbers of young females, whose 
parents are unable to educate them, might be prepared to 
teach our primary schools, or, indeed, to teach in any of 
our schools. While receiving their scholastic educatiou at 
the Normal School, these young ladies would also receive a 
domestic education which would be of great utility to them 
in any position which they might occupy in after life. 

I apprehend no argument will be necessary to convince 
the General Assembly of the great importance of educating 



Ill 

our female teachers at home. For the accomplishment of 
this object, I recommend the establishment of a Normal 
School upon the plan above proposed. 

GEORGIA MILITARY INSTITUTE. 

As President of.tlie Board of Visitors of the Georgia 
Military Institute, I attended the examination of the classes, 
and the commencement in July last, and I feel confident 
that each member of the Board will concur in the state- 
ment that the discipline and government of the Institute 
are greatly improved. The result of the examination was 
alike creditable to the young gentlemen composing the 
classes, and to the Faculty by whom they were instructed. 
The present Superintendent is a gentleman possessed of 
liigh cp.ialifications, long experience and great moral worth, 
and will, I have no doubt, in a few years, place the Insti- 
tute in a position of equality with any Military School be- 
longing to any State in the Union, if the legislature will 
make the appropriations which are necessary to complete 
the buildings, provide comfortable quarters for the Cadets, 
and secure the salaries of the faculty so as to place them 
in a position of independence in the government of the In- 
stitution. 

I recommend the appropriation of twenty-five thousand 
dollars foi the construction of* the buildings which are ne- 
cessary. I also recommend the passage of a law increasing 
the number of State Cadets to one from each county in the 
State, and requiring each State Cadet, wdien lie enters the 
Institute, to sign a written obligation and pledge of honor 
to refund to the Treasury of this State, so soon as he is 
able, the money expended by the State in his education, 
with interest; or to teach school within the county from 
which he is sent, for as many years next after he leaves the 
Institute as he was instructed there. In an educational 
point of view, this would be of incalculable value to the 
State, as it would supply our people with a large number 
of highly educated Southewi born teachers, and would 
tend to stop the influx of Northern teachers, who have too 
often been abolition emissaries in disguise, sowing the seeds 
of discontent among our slaves, and planting outposts of 
abolitionism upon our territory. Let it not be forgotten 
by our people that the high-priest of the present Black Re- 
publican party of the North, in his youthful and more 
humble days, was fostered, as a Northern teacher, in the 
bosom of Georgia; and that after she had warmed him into 
life, and put mone}^ in his pocket, he deserted her, and now 
attempts to sting her very vitals. He is only the most dis- 
tinguished of a class. It is cheerfully admitted, however, 
that all Northern t(;achers are not subject to the above 



112 

cliarge. Many of them are anions: o^i" most reliable and 
valuable citizens. JJut, to avoid the contamination of the 
wicked and desii^ning, it is the duty of the State to edu- 
cate and (Miiploy iSouthern teachers only, and stop all fur- 
ther ini[)()rlation of such as may, or may not be, true to 
Southern interest. 

In a nnlitary point of view, also, I consider the above 
recommendation as highly important. It would not only 
put th(^ Institute upon a solid basis, and add largely to the 
number of educated persons in our State, atlbrding a colle- 
giate education to nuuiy of the poorest though brightest 
and most intellectual boys in Georgia, but would ditiuse a 
knowledge of military Science among the people of every 
county in the State; which all must admit, in these perilous 
times, is a dcs'idenitum second in importance to no other. 

We should not only arm our people, but we should edu- 
cate them in the use of arms and the whole science of war. 
We know not how soon we may be driven to the necessity 
of defending our rights and our honor by military force. 
Let us encourage the development of the rising military 
genius of our State, and guide, by the lights of military 
science, the energies of that patriotic valor which nerves 
the stout heart and strong arm of many a young hero in 
our midst who is yet unknown to fame. Three or four of 
the most gallant and promising young volunteer corps in 
the State have been organized, and are now conmianded by 
young gentlemen educated at the Military Institute. It 
would be gratifying to see this number largely increased. 
These young commanders reflect great credit upon the In- 
stitute where they were educated, and arc looked to in fu- 
ture, should emergencies require it, to lead our armies in 
the field, and strike in the front rank, for the protection of 
our rights and the vindication of our honor. Hence, I ear- 
nestly commend the Georgia Military Institute to the fos- 
tering care of the Legislature; and I trust it will not be 
wanting in liberality to an Institution so important to the 
future protection and greatness of our noble State. 

For the preservation of the buildings of the Institute, it 
became necessary during the past year to re-cover one of 
them, and to make substantial repairs on others. These 
repairs were made under my direction. The sum due the 
carpenters for the material and labor is Si,:i2;2 30. I re- 
commend that this sum be appropriated at an early day. 



113 
EXECUnVE DEPARTMENT, ^. 

MlLLEDGEVILLK, GrEO. Nov. 2(i, 185-5. 5 
To tJic H(>usc of Representatives : 

To the Kesplutioii of the House of Representatives, re- 
questing me to furnish you with "a correct account of the 
several appropriations which have been made to literary 
and medical colleges in this State, together with the dates 
of said appropriations," I have the honor to communicate 
the following response. 

By an act of the Legislature, approved February the 
25th, 1784, " for laying out two or more counties to the 
westward," the county surveyor was directed to lay out in 
each county twenty thousand acres of land, of the first qual- 
ity, in separate tracts of five thousand acres each, for the 
endowment of a college and seminary of learning. Under 
this act two counties, Franklin and Washington, were laid 
out, and consequently forty thousand acres of land dedi- 
cate,d to the permanent endowment of the State Univer- 
sity. 

By the appropriation act of 27th November, 1802, $5,- 
000 were loaned to the Trustees of the University of Geor- 
gia, to aid in the erection of collegiate buildings, on the 
Trustees giving bonds with security, to be approved by the 
Governor, to return the same vi'ithiu five years with law- 
ful interest thereon, and on condition that previous to re- 
ceiving the same, should deposite in the Executive Office a 
full, complete and unconditional relinquishment from Dan- 
iel Easley of all claims or title whatever to the lands con- 
veyed by him to John Milledge, Esq., for the use and ben- 
efit of the University, against the said Daniel Easley, his 
heirs, executors and administrators forever. 

In 1818, by an act approved December l(3th, several 
tracts of the. University land, lying respectively in the coun- 
ties of Green, Oglethorpe, CMark and Franklin, were au- 
thorized to be sold and the proceeds vested in some profit- 
able stock. Tliese lands were sold on a credit, and the pay- 
ment secured by bonds and mortgages. 
' By an act approved December 18th, ISIG, the Legisla- 
ture loaned to the State University $10,000 upon the taith 
of those bonds and mortgages. 

By a resolution approved December the ISth, 1819, the 
Legislature appropriated, by way of donation, $2,000 to 
build a house for a grammar school, connected with the 
State University. 

For a permanent endowment of the University of Geor- 
gia, the Legislature by an act approved December the 21st, 
1821, provided for the certain payment of $8,000 per annum. 
In relation to this, it is proper to observe, that this sum was 

8 



114 

to b.o raised from the dividends arising from the bank stock 
granted to the University, and tliat said bank stock was se- 
cured to the iiistitntions in consideralio/i of the proceeds of 
sale of the lands which was made nnder the act of 1S15, be- 
fore alluded to. lu the event that the dividends arivsing 
from the bank stock, should not be equal to the ^m of 
SS,000, the Treasurer was required to make up the defici- 
ency semi-annually out X)f any money .in the Treasur}' not 
otherwise appropriated. It is believed, however, that the 
dividends rarely it ever fell short, and frequently went over 
the amount, so that the University is not a debtor to the 
Treasury on this score. 

The 2d section of the same act authorized the Trustees 
of Franklin College to collect and retain the sum of SIO,- 
000 from the fund arising from the sale of fractional surveys 
previous to the year 1 821. 

The .3d section of the same act directed the sura of $1-5.- 
OOO of the funds arising from the sale of its lauds to bo paid 
to the Treasurer of the University. These two sums were 
directed to be applied, under the direction of the Trustees, 
to the building of a new collegiate edifice at Athens. 

In the early part of 1830, the edifice erected with the 
sums above stated, was burned down ;,aud by an act ap- 
proved December the 21st, 1830, the sum of $10,000 was 
loaned to the Trustees of the University for the purpose of 
rebuilding and replacing the library and instruments. 

The same act appropriated annually to the University, as 
an absolute donation, the sum of $0,000 for the purpose of 
enabling the Board of Trustees to rebuild the College, re- 
place the library and instruments, which were destroyed by 
fire, and for the purpose of defraying the annual expenses of 
the College. The annual appropriation was repealed by 
the provisions of an act approved December the 2d, 1S41. 
Hence the University received from the State under the act 
of the 21st December, 1830, up to December the 2d, 1841, 
when it was repealed, the aggregate amount of $06,000. 

Such is a brief summary of our legislation in relation to 
the pecuninry aid given to our University by the State. It 
appears that all the advances, except in two instances, were 
made upo-n tlu; credit ol' the sales of tli(^ University lands, 
which constituted its original endowment undei- the act of 
1784 ; and in the memorial of the Trustees; laid before the 
Legislature, it is distinctly asserted, that " the State Treas- 
ury has Ix-'en reimbursed for these approjniations out of the 
40,000 acres of laud before referred to." Hence, all that 
lias been actuall}^ appropriated by the State to the Universi- 
ty of Georgia, is the original endowment of 40,000 acres of 
land/from wliich it has realized the nett sum of $100,000, 
which constitutes its present endowment; $2,000 to build a 



115 

grammar school, under the act of the ISth December, J819, 
miJ SGG.OOO under the act of December 21st, 1830 — amount- 
ing, in the aggregate, to $168,000. 

By an act approved December tlie 20th, 1833, the Legis- 
lature appropriated $10,000 for the use and benefit of the 
Medical Institute of the State of Oeorgia, and also fifty lots 
on the town common of Augusta. I am uninformed as to 
whether these lots have been sold, and if sold, what amount 
was realized by the sale. • 

The sum of $-5,000 was appropriated by the act approved 
January 21st, 1852, for the use and benefit of the Southern 
Botanico Medical Colle2;e of the State of Georgia. 

In the hurry of investigation, slight errors may have been 
committed, but it is believed that the foregoing is a substan- 
tially correct reply to the Resolution of the House. 

HERSCHEL V. JOHNSON. 



[APPENDIX H.] 

[Extract from a Commuidcatmi from Governor Lumj^ldii, dated 
November, 1855. 

, The inliabitants of the State, liave at all times, and un- 
der all circumstances, not only appreciated the value of ed- 
ucation,; but have as constantly been striving, and making 
efforts, to accomplish that object. 

Hence we find, that shortly after the acknowledgement 
of our Independence by Great Britain, as asovereign and in- 
dependent State, in the year 1784, the General Assembly 
of the State of Georgia, set apart 40,000 acres of the best 
land in the State, for the permanent endowment of our 
State University — declaring at the same time, that these 
lands should never be appropriated, or diverted to any oth- 
er object whatever. And at the next Session of the Legisla- 
ture, in the 3'ear 1785, the University was chartered, Trus- 
tees appointed, and provisions ijiadofor the location and or- 
ganization of the University. And in the preamble to that 
charter, our wise and patriotic fathers, of revolutionary fame, 
have, in a most beautiful and impressive manner, sot forth 
the great and important objects which they had in view, in 
thus founding our State University. 

Again in 1798, the wise and patriotic men, who framed 
our present State Constitution, declared the Arts and 
Sciences sliould be promoted, in one or more seminaries of 
learning, and that it should be the duty of the Legislature, 
as soon as conveniently may be, to give such further dona- 
tions and privileges to the University already established, 
as may be necessary, to secure the objects of the institu- 
tion, and that it should be the duty of the Legislature at 
their next Session, to provide effectual measures for the im- 
provement and permanent security, of the funds and en- 
dowment of the University. But the duties required by 
the Constitution, for the endowment of the College, have 
never been performed, and after the lapse of nearly 60 
years, we find the University of Georgia endowed to but 
a limited extent. 

In the early days of our progress, as a State, an ample 
apology may be found, for the omission to endow our State 
University. We had neither population, or wealth, to 
carry out such objects. It is true our wide domain, and its 
futility, abounded in illimitable resources, which have to 
some extent, been since developed, by subsequent genera- 
tions. But, at the close of the last, and at the beginning of the 
present century, the people of Georgia were but just entering 



lis 

upon their ricli inlieritenco. Tlu>y licad not, tlifn, driven 
out the heatlien before tliem. Under these circumstan- 
ces, tlu^ friends and guardians of our State University found 
Ihemsehes in a most embarrassing situation. 

They felt, that it was not only important, hut that it was 
absolutely necessary, to secure the high destiny which 
awaited their beloved State, that her University sliould go 
into operation without I'urtlier delay. The people, then, 
were generally poor, and tin; Treasury of the State empty, 
and not able to meet just demands. Thus were they forced 
to linger, in anxiety and council, until about the beginning 
of the present centuiy, when the bold, and sanguine spirits 
of the days of our Revolution, influenced them to enter 
upon active operations, with scarcely a dollar in hand, re- 
lying upon what could be raised upon the landed endow- 
ment of the University. These operations were com- 
menced, by locating the University, where its extensive, 
and various improvements now stands. What gave to this 
location a decided preference, over all others, within the 
then settled limits of the State, was the liberal and patriot- 
ic donation of ()iO acres of land, to locate upon, by Geor- 
gia's venerated and distinguished statesman, the late Gov. 
John Milled^^e, who was at that time, one of the most ac- 
tive and useful members of the board of Trustees of the 
University of Georgia, and whose many useful services to 
the State, will never be forgotten, by the faithful pen of 
the historian. The only remaining, and great difficulty, 
which .now retarded public progress, was the want of funds; 
and to raise a sufficient amount to erect the necessary 
buildings, an effort, under Legislative sanction, was made, 
to sell one fifth part of the University lands, an attempt was 
also made, to rent or lease the University lands, in small par- 
cels, or lots. But the amount realized, by these efforts, 
were small indeed — and the Legislature was several times 
induced to make appropriations of small amounts, to en- 
able the Institution to maintain its vitality — rarely, if 
ever, failing to take a lien on the University lands, to secure 
the Treasury of the State, in the reimbursement of the 
funds thus advanced. Tlu; University was struggling into 
life, under the most discouraging emb^Tassments, until it 
was clearly demonstnited, that nothing, within the grasp 
of its friends, could ]»rolong, and perpetuate its existence, 
without sacrificing the larger portion of the value of its 
landed endowment. Therefore the Legislature of 1815, 
taking into consideration the situation of the lands belong- 
ing to the University, and being satisfied that the pi'oceeds 
therefrom, were incompetent for the support of the institu- 
tion, pursuant to the laudable designs of its founders — and 
believing that a judicious sale of .those lands, and a proper 
management of the fluids arising therefrom, would be bet- 



119 

ter calculated to promote the welfare of the institution, 
accordingly authorized the sale of the University lands, 
upon certain terms, and conditions, as is set forth in the 
Act of Legislation. Under the provisions of this Act, 
the University lands were sold, and as nearly as has been 
ascertained, the aggregate amount of the sales, was about 
$150,000^$ 100,000 of which, under the direction of the 
Legislature, was converted into Bank Stock — and the 
balance, it is supposed, was applied to the purpose of 
reimbursing the State, for advances from time to time, made 
by the State to the University. The financial ditficulties 
of the University did not end here, as it wan soon found 
that the dividends on Bank stock were from year to year 
varying, to an extent which forbid any stabie reliance on 
such resourcesto sustain the regular and systematic operatioLS 
of a College. Finally, what has been called the permanent 
endowment of the University, was made by the Act of the 
Legislature of 1821 , by which the State took into its own 
keeping the $100,000 of Bank stock, owned by. the Univer- 
sity, and secured to to the Univtn'sity the payment of eight 
percent per annum, on one hundred thousand dollars, since 
which date the limited financial condition of the institution 
has been free from any serious embarrassment. Thus it 
will be seen from this brief sketch, that the princely en- 
dowment of 40,000 acres of the best lands in our Sitate, in 
the year 17S4, proved to be, from tlie then existi ng circunivstan- 
ces, wholly unavailable to accomplish the enlarged and 
patriotic views of its founders. And that the whole of 
those lands, now worth not less than $400,000, has been re- 
duced down to the meagre endov^'ment of $8,000 per an- 
num. It is believed that from first to last, that the Univer- 
sity has not received from the State more $150,000 — and 
that in lieu of the original donation of lands, by the Leg- 
islature of 1785. And now let us look into the manage- 
ment of the endowment, and take a view of the proceeds 
arising therefrom, and we shall thereby be enabled to come 
to the most accurate conclusions in regard to the profit and 
loss of such investments, to a great and sovereign State. 

Franklin College has now been in operation about 54 
years, under the guidance of a faculty, wdiich, when taken 
altogether, it is firmly believed, would compare fa- 
vorably wnth any other institution of a similar grade, in our 
broad land. As nearly as can be ascertained, aboift 2,500 
students, have received more or less instruction in this institu- 
tion — about 800 have been regulai-' graduates, and have re- 
ceived their Diplomas as such, and a large proportion of the 
balance have received an araount of instruction, which have 
placed them in the ran'ks of well educated men, and scarcely 
less useful to society than the graduates themselves. 

There is no station of life, either private or public, in 



120 

our great cuuiitry, which might not be well siipj)liecl from 
men educated in this institution. To sustain this asser- 
tion it is only necessary to look and consider what is daily 
passing before our eyes. Franklin CoHege is rei)resentcd 
on the 8iiproni(; liench of, not only our own State, but that 
of the United States. Kot only in the Senate and House 
of Representatives of the State of Georgia, but in that of 
the United States. The chief magistracy of our own State 
is filled by one of her sons. Many similar institutions are 
deriving high benefits, by inviting her sons to the niostcon- 
spicious places in their College faculties. The Church as 
well as the State, has strengthened its stakes and length- 
ened its cords, out of t'ho iiiateriiil furnished by Franklin 
College. 

The benefits which the State has derived from the labors 
of this institution, can never be estimated by dollars and 
cents. The magnitude of its benefits is not conceived of, 
except by those who tkhil:' It is doubtful whether there 
is a neighborhood in the State, which has not derived some 
special benefit — directly or indirectly — from Franklin 
College. When we take into view, that almost our whole 
people are more or 'less agricultural, may we not appreciate 
the benefits of education, to agriculture? 

The number of Officers employed from time to time, as 
well as that of their salaries, has necessarily varied, ac- 
cording to the pecuniary necessities of the institution. 
The enlargement and elevation of the Collegiate course, has, 
however, been gradually increasing, throughout the career 

of the institution. 

* * * # # # i/f. * * 

Let it constantly be kept in mind, that our only resour- 
ces, to accomplish what has been done, is from the State 
.*!8,000 per annum, and from the sale of lots, in the town of 
Atliens, laid out upon the lands graciously donated to the 
University, by tlK^ late Gov. Milletlge. It is from the pro- 
ceeds of those lots, that we have been enabled to ac- 
complish the improvements, add .to the Library, an<^ otlier 
facilities of acquiring knowledge at this institution, that 
we are chiefly iiulcbted, and notwithstandhig these expen- 
ditures have be«'n heavy, we have not only kept entirely 
free from embarrassn)ent and debt, but w(! have permanent- 
ly invested about §20,000 of these proceeds, chiefly in 
State* bonds, bearing an inteiest of 6 or 7 per cent, per 
annum. 

Besides the late liberal donation, of onr distinguished 
fellow citizen. Dr. \^m. Terrell, of S20,000 — six per cent 
l^onds — to endow a professorship of Agriculture, and which 
we trust wull receive from the present Legislature a suffi- 
cient appropriation to demonstrate the problem of the 
benefits of science, when applied to practical Agriculture. 



• 121 

This is the parent interest of the whole State. And 
what has the Legislature of Georgia ever done to promote 
it'^ The true answer is, incidently much, but directly 
nothing! It wil). be seen, from what has been stated, that 
our University now has a permanent investment of $240,- 
000., An amount about equal to every dollar which has 
ever been expended by the State to promote the interest of 
our State University. Moreover, the other property of the 
College, including buildings of every kind, library, ap- 
paratus, cabinet of minerals, and other valuable collections 
— together witli unsold lots, now in the town of Athens, 
is at this day worth more than 6150,000 in gold and silver. 
' Thus it is seen, that the funds applied to the endowment 
of the University of Georgia, have iiot only been so. used 
and applied as most extensively and efficiently to dispense 
the inestimable blessings of light and knowledge, but have 
in fact, been so wisely and economically managed, as to 
retain in safe keeping every cent of the original endow- 
ment, and add thereto at least a similar amount of value, 

in the best of all property. 

*** * # * * * * 

We want a practical scientific school, attached to the 
State University, where yOung men may receive all man- 
ner of instruction, which may be necessary to quality 
them to conduct all the operations connected with all the 
useful avocations of life. We wish to be prepared to im- 
part to young men, in the shortest practicable time, and at 
the least expense, such knov/ledgc as shall tit and qualify 
them to direct all agricultural operations, upon principles 
of science, and to the greatest possible advantage. And 
so of men to manas-e our Rail Roads, Cotton Factories, 
Flour Mills, Iron Works, and every other Art connected 
with the welfare of our advanl^dng civilization. Moreover, 
we want a normal department, l.for the proper preparation 
of school teachers. A •man'^well qualitied and apt to 
teach, will benefit his pupils more in oneycrsr, than they 
can be benefited in three years, in most of the schools of 
our country, even at this advanced stage of our progress. 
* '* * * * * * * * 

We desire more than a common College. We want a 
University. A school where a finished education, where 
any useful branch ot human learning may be obtained. 
An Institution equal to any in Europe or America. Geor- 
gia has but to will this thing, and it will be done. Duty 
and expediency both demand that, it should be done, and 
■ done quickly. Why may not Georgians learn everything 
at home, which can be learned abroad? Why may not 
Georgia become a central point for all her Southern sisters 
to concentrate upon, as the place for a finished education? 
All the other literary institutions of our State may well 



122 

fool proud of making their own State Univorsity tlio cen- 
tre of -attraction to men of learnino: and iiitelligencq. 

The University is the property of our \vhoh> people, re- 
gardless of their religious tenets, or party political preju- 
dices Here Jew and Gentile, Catholic and Protestant, all 
stand on equal ground. IMethodist, Baptist, and Presby- 
terians, with their numerous adherents, from a large major- 
ity of the people of Georgia, and if they are not disposed 
to have our institution in common, of higher grade than 
an}'' one of them alone can accomplish ; it is admitted, 
that their combined power might pavalize the eftbrts 
of the friends of the University — an institution demanded 
by the wants of a great and noble State. 

But we will not doubt the hearty co-operation of the en- 
liglitened christian men of all these denominations. They 
stand ready, in taking a leading part, in appealing to 
our Legislature, to arise from their long slumber, and carry 
into full effect the views of the wise framers of our State Con- 
stitution, by a liberal endowment of our State University. 

We avsk for no local, sectarian, or party interest, to be 
taken into the consideration of this matter, our object soars 
far above all such petty and paltry considerations. It is 

limited by no consideration, but the purest patriotism. 

**** ** #** 

AVe invite every man, wdio is willing to labor, and take 
the trouble of thinking, to examine the financial history of 
the Legislation of Georgia. He v^'ill there find, what has 
been appropriated, for not only the State University, but 
for county academies, for poor schools, for common schools, 
for medical schools, for the improvement of river naviga- 
tion, for canals, for market roads, for railroads, &c. Let 
him tlien consider and compare the benefits to the State, 
wiiich has actually resultedfrom these several appropriations, 
and he will rise from the investigation, without entertaining 
a doubt of the truth of what has been stated, in regard to 
the wisdom of the investment, lieretofore made in favor of 
the University, and find himself disposed to exercise a 
liberal confidence in regard to the future. Why .do I thus 
plead, for the liberal endowment of the University of Geor- 
gia V Can any selfish motive infiuence my action, at this 
late day V No, sir, no. But Georgia has been my home, 
for upwards of 71 years. And who has been here longer t 
Perhaps, no man among the living, has received a larger 
share of the kindness and confidence of the people of Geor- 
gia, than my humble self. I have sj)ent upwards of fifty 
years of my lifi', in the service of the people of Georgia — ^1 
•love them as an aftectionate lather loves his children ; witli 
all their faults I love thefn still. I have been permitted to 
out-live, tijl the political prejudices of my yonnger days. 1 
am satisfied with my condition iu life. I have never felt 



123 

the burthens of poverty, or the anxieties and perplexities of 
wealth. I still enjoy what I am pleased to consider, a 
moderate competency. 

But why should an old man, who has seen his three score 
years and ten, and a man too, who has never received,' but a 
very limited portion of school education, display so much 
zeal, for the liberal endowment of a great State Universi- 

I answer, it is because my eye is now fixed on posterity. 
I liave no selfish or personal considerations, to influence eith- 
er my judgment or my action. I have deeply felt the want of 
an early and liberal education, at every step of my life. It 
has cost me great labor to accomplish, what little I have 
accomplished, to what it would have done, if I had have en- 
joyed the advantages of an early and good education. Sir, if 
I had have enjoyed such advantages as Franklin College 
now gives, in my 3^outh, I could have accomplished with 
ease to myself, more than double, what I have done. 

Very Respectfully, 

WILSON LUMPKIN. 



[JVih'o?i Lnmpliri to W. L. MkclietlJ] 

At HOxME, Athens, Oct. 31, 1S59. 

Col. Wm. L. Mitchell — Mij Dear Sir: As I do not expect 

to attend tiie approaching meeting of the Board of Trustees 
of the University of Georgia, at Milledgeville, I submit to 
vou the followin2: remarks, connected with its interest, 
which you are at liberty to use in any way you may deem 
proper. I have just read that portion of Mr. Thweatt's the 
Comjitroller General's report, published in the Constitution- 
alistjof the 2Gth inst.,with nnich gratification, that the duties 
of that important ofiice.to the State, is now filled by a man 
of capacity and industry, equal to the discharge of the com- 
plicated duties of the office. I duly appreciate the efforts 
and merits of that officer to render the State useful service. 
Nevertheless, his statement of facts and figures, in connection 
with the history of the University of Georgia, without com- 
ment or explanation, will lead many strangers to the subject, 
to the most erroneous conclusions in reo;ard to the available 
means which the Trustees of the University of Georgia have 
had to operate on, fromtime to time, and from beginning 
to end. Now, please to accompany me in a faithful, unvar- 
nished review of this whole subject. 

In the year 17S-4, forty thousand acres of land was set 
apart, by Act of Legislature, for the endowment of a State 
University. The next year, 1785, tfie Board of Trustees, 
&c., were incorporated, which act I will call the charter of 



the University of Geornia. In 17 9S, the constitution made 
it the imperative duty of the Legislature, at their next ses- 
sion, to provide effbctnal measures for the improvement and 
permanent security of the funds and endowment of the Uni- 
versity, and as soon as conveniently may be, give further 
donations, and privileges. (It Is proper to state, that up to 
this time, the Uuiversit}^ had uo tunds or donations, except 
the forty thousand acres of wild land, entirely unproductive 
of income.) Shortly after the adoption of our present con- 
stitution, the University of Georgia was located at Athens, 
on the six hundred acres of land donated \)y Gov. J\Iilledge 
for that purpose; wliich land, at the time, was estimated to 
be wortli about $1,200. It is proper here to state, that from 
the adoption of our presentj constitution, in 1798, a constant 
and increasing desire was manifested by all the most intelli- 
gent and patriotic njen of Georgia, to establish and put in- 
to operation at once, a College, which should be the germ of 
a great State University, such as was contemplated by fore- 
cast of Abram Baldwin, John Milledge, James Jack- 
son and their associates, when Abram Baldwin drew the tirst 
charter of such an Institution, for the Legislature of Geor- 
gia, in 1785. But the great dilliculty of these patriotic men 
was, that the funds at their command was wholly inade- 
quate to carry their views into execution. They had tried 
faithfully, for several years, to raise funds, by leasing out the 
University lands in small parcels. The result was that the 
lands were greatly injured, by the destruction of the best 
timbers, and every other depredation which could be com- 
mitted on wild lands, and little or no rents could be collect- 
ed from that class of tenants who occupied the lands. For 
indeed, in those days, no sensible, industrious man in Geor- 
gia would lease or rent land ; because it was pjeferable to 
take up. land, at that time, under the head right laws of 
Georgia, and become the fee-simple owner, than to be a 
mere tenant for a limited time. In the year 1800, good 
lands could have been bought in almost any part of Georgia 
for one dolhir per acre. I was boru in the year 1783, and 
my grandfathei-, who was the grantee of a large quantity 
of land in Oglethorpe county, since my distinct recollection, 
sold four hundred acres of good medium land, in that coun- 
ty, for one rifle gun, and another four hundred acres, of a 
like quality, for a iancy saddle horse. Thus it may be seen 
how very poor the University of Georgia was, at the com- 
mencement of the present century. And but for the inde- 
fatigable exertion and untiring energy of the men whose 
names may be found on the list of tin; Trustees of the Uni- 
versity of Georgia, throughout its struggles, where would 
the educational pride of Georgia stand, at the commence- 
ment of the year 1800? In 1801, the Trustees determined 
to put a College into operation. By the patriotic donation 



125 

of Gov. Milledgc,. tlicy had plenty of grouiul, and a most 
elligible site to build upon ; but they had no houses, or 
money in hand to build tliem, or even funds to pay a Presi- 
dent of a College an adequate salary, or aid him by a Facul- 
ty of any sort. Yet that most excellent man, with alibis 
attainments, Josiah Meigs, L. L. D., was induced to accept 
the Presidency, of what has been called Franklin College, 
ever since the year 1801 ; with a limited and pre- 
carious salary, and if I am to rely upon record, without the 
aid of a Professor, or even a Tutor, and he confined iti that 
office, until 1811, his first classes sometimes reciting under 
the shades of a large oak, for the want of a better shelter. 
Yet, in the eleven years of Mr, Meigs' Presidency, upwards 
of fifty students were graduated, and received their regular 
degree of A. B. If curiosity prompts the inquiry, how Mr. 
Meigs was able to carry on the ordinary studies of College, 
with but little aid of Professors or Tutors, I am no( prepar- 
ed to answer. But I can affirm that these graduates, as a 
whole, were ranked amongst well educated gentlemen, and 
many of them have been distinguished, in the annals of our 
country, for their distinguished usefulness, and occupancy 
of high official stations. It is proper to state, that Presi- 
dent Meigs, during five years of his service had the assist- 
ance of one Professor, and five years the assistance of one 
Tutor, and that the College ceased operations one year, at 
the close of his service, for the want of funds. After which, 
the Institution struggled on five years more, -under the 
Presidency of Doctor Brown, assisted by a Faculty of four 
Professors ; during which time, there were upwards of 
twenty graduates. And for several years after this, the In- 
stitution was greatly impeded for' want of funds, in its pro- 
gress. But in regard to the financial condition of the Insti- 
tution, it may be proper for me to state, that I presume the 
several appropriations referi-ed to by Mr. Thweatt, are cor- 
rectly stated, and afforded the means to erect College and 
other buildings, which were indispensable to its operations 
and continuance. For there never had been any nett profit 
derived from the University, until after they were sold, and 
converted into bank, stock, and according to Mr. Thweatt, 
which I believe to be correct, these lands sold at a very de- 
preciated value-»^-ought about $1-50,000, the bonds and 
mortgages for whrcli, was graciously taken by the State, for, 
and in consideration of $100,000 in bank stock, guaranteed 
to pay an interest of eight per cent. And here commenced 
the first and only efficient, endowment of the University of 
Georgia, by th,e State taking the depreciated proceeds of the 
forty thousand acres of University land, at a discount of 33i 
per cent. No man among the living, more highly appreci- 
ates the character of Governor Milledge, than I do. I would 
be the last man to detract from his merit and character. But 



126 

it i8 altogether wi-oiig to estimate liis donation at $40,000, 
wlien in fact, J presume it did not exceed twelve or fifteen 
hundred dollars* The enhanced value of" the lands donated 
by Gov. Milledge arose entirely frojii tlie location of the 
College, and the skillful manner in which the Trustees have 
disposed of lots, &c., and their exertions inbringing.com- 
7iierce to the place by Railroad. After all, I believe that 
the State has been fully re-indjursed for all its appropria- 
tions, out of the proceeds arising from the sale of the thirty- 
iive thousand acres of the University lands, and still stands 
indebted to the University fund, the value of five thousand 
acres of the best .Georgia land, to make npthe deficit in the 
forty thousand acres donated to the University in 1784; 
live thousand -acres of the land given to the University, not 
being within the limits of the State, but lying and being in 
the State of South Carolina-. , 

At any rate, no competent man, who will take the labor 
to investigate the subject thoroughly, can possibly come to 
a' conclusion difterent from the following, to wit: 

If the Legislature of Georgia in the year 1784, had set 
apart, sacredly and inviolably, $100,000, with a guarantee 
of 8 per cent, interest on th« same, e.s a permanent endow- 
ment of a State Universit}^ and if said endowment could 
have been as well managed as hiwe been the' assets which 
have come into the hands of the Trustees of the University, 
during that time, Georgia would at this day have hadaLiter- 
ary Institution, inferior to none in our Confederacy of 
States. It can be maintained from the Legislation of the 
State of Georgia, its whole Legislation on the subject in- 
cluded, that the University has not, from first to last, re- 
ceived an endowment equal to $100,000, at an interst of 8 
per cent, per annum; and yet, the facts and figures are so 
arranged in tJie Comptroller General's report, -as 
to make it appear that the University endowment aniounts 
to the large sum of $:i04,500. This is done^ however, by 
adding the individual donations of })atriotic and liberal- 
mind individxtals, which cost the State nothinii', and leavino: 
out of the calculation the gratuitous labor of converting 
much raw material into most valuable fabrics. 

But taking this Report as we find it, audas it was doubt- 
lessly intended by the author and for wl^pli I give him all 
due praise, and without intending to cast the slightest cen- 
sure upon him, what is the result before us"? The Report 
shows that from first to last — since the year 17S4--5, there 
has come into the hands and been placed under the manage- 
ment of the Trustees of the University of Georgia from all 
sources, 

The aggregate amount, total of , $304,500 

Tlie same Report shows that at this time, that the 



127 

Trustees have in safe keeping for the State, cash 

and cash assets, to the amount of $306,500 



The stock invested has increased $ 2,000 

Now let us for a moment investigate the profits which 
the State have received upon its stock thus invested, under 
the management of this Board of Trustees, who work for 
nothing and find themselves. ^ 

This Institution lias graduated about a. thousand young 
men. It has, to a greater or less extent, educated about 
two thousand more ; so far as to enable them to tjlke rank 
amongst well educated and professional men, in all the use- 
ful departments of life ; scarcely a drone in society to be 
found amongst the vvdiole. Look to the sacred and liisrli 
office of the Gospel Ministry ; look to the Bench, which pre- 
sides over our Judicial Tribunals ; look t-o the Bar; look to 
the Halls of our Legislature — State and Federal ; look to all 
the elevated positions among men — farmers and all ; and 
you will find this often disparaged but glorious old Institu- 
tion, Franklin College, nobly represented ; represented by 
men, able to measure strength with giants of our glorious 
land. 

Our State Institution has its representatives on the Pa- 
cific Ocean ; Presidents of Colleges, and many other high 
schools. Our Judges are found on the Bench of the highest 
Courts. It is true that we are now favored with having 
many of our most valuable and distinguished citizens, who 
were educated out of Georgia ; but the graduates of old 
Franklin will be found at the basis of our best educational 
hopes, and has laid the foundation for the multiplication of 
similar Institutions, which are now doing a noble work. 

In conclusion, allow me to say, that I do most firmly be- 
lieve, that the history of no similar institution in the United 
vStates, or elsewhere, will con^pare favorably with the one 
now under consideration when we compare resources, eco- 
nomy, success and everything appertaining to such Institu- 
tions. I am only at the threshold of what I had intended, 
but the sun is gone, and I must close. 
Yours as ever, 

WILSON LUMPKIN. 



\_Lcltc7- from Wm. J. SasmttJ] 

OxFOi{D, Ga., Oct. 16th, 1857. ' 
Thomas R. R. Cobb, Esq.: 

Dear Sir: — Deeply interested as I am in the cause of 
education everywhere, and especially in my own native 
State of Georgia, it affords me great pleasure to comply 



128 

with your request so kindly conveyed in your letter-of Otli 
inst., that I should give you myyiews as to the policy that 
ought to be adopted in the future ujanagcnicnt of the In- 
stitution at Athens. 

■It must be evident, it seems to me, to any one who gives 
the slightest reflection to the subject, that that Institution 
can no longer prosper under its present organization as a 
mere college. If there were no other causes for this, if 
there were no causes for this existing inside the establish- 
ment itself, the theory and practice of denominational edu- 
cation, as it is destined to prevail throughout our State, 
will inevitably crush it, or at least reduce it to an inferior, 
second-rate aiibir. The doctrine that it is the business of 
the Church to provide for the education of its young, fos- 
tered by denominational feeling and pride, has already led 
to the practical subjection of most of the liigher education 
of the State to the control of the Cliurch. And such has 
been the success of the ex])eriment thus far, and such is the 
growing liberality and zeal of the ])eople in this direction, 
that it is safe to conclude that the day is not far distant 
when all the churches of which the population of Georgia 
is composed will have provided in their own \wiy, and upon 
their own responsibility, all the necessary facilities for im- 
parting at least the collegiate education which their youth 
of both sexes require, and when none other but denomina- 
tional colleges will have sufficient hold upon the public 
mind to secure a respectable support. It cannot be denied 
that there is a grov\ing public sentiment that the educa- 
tional process, especially as it respects the moral aspects 
involved, is.saier when conducted under the auspices of the 
Church. And this sentiment, strengthened as it is by de- 
nominational predilection and preference, is destined with- 
out doubt to secure to the Chuich the monopoly of at least 
tlie collegiate education of the people. Ami Franklin (Jol- 
lege, which, by virtue of the conditioiis of its establish- 
ment, can never be classed among denominational institu- 
tions, or at least be publicly managed as such, must go 
down under its influence. ' <• 

lUit denominational (education w'ill tend to crush Fi-ank- 
lin College as such, not nu^rely directly by diverting from 
her patronage, but likewise indirectly, by causing to be 
withheld from her that legislative aid which she must from 
time to time have, in order that she may be furnished with 
the facilities necessary to make her what a college should 
be, and to enable her to keep pace in her capabilities with 
other competing colleges. Without assuming to be well 
ac(piainted with the internal condition of Franklin College, 
we suppose that in order that lu.'r buildings may be- pro- 
perly kept up and enlarged, as occasion may require, her 
Tjibrary Apparatus and Museum sustained and increased, as 



129 

her wants may suggest, her Professorships increased in 
number, as the growing demands for fuller, more elevated 
education may call for, she requires means more ample 
than her ordinary income will supply, — in other words, oc- 
casional appropriations from the State Legislature^ In fact, 
her frequent applications to the Legislature for aid of this 
kind, and for' these specific purposes, justify this opinion. 
But it is perfectly natural, as the various denominations of 
the State constitute the principal payers of the taxes from 
which these appropriations are to be drawn, that they 
should feel that common justice requires that their colleges 
should share equally in the benefit of this aid, and should 
withhold their support from any movement to sustain, by 
pecuniary assistance, a rival educational establishment 
which did not embrace theirs within its provisions. And 
numerous as these colleges are now, and especially as they 
will be when all the denominations are fully represented in 
this respect, it will be at once evident that any effort to 
secure for Franklin College these appropriations so abso- 
lutely necessary to her proper progress, and to her success- 
ful struggle with other conqieting institutions, must be so 
far embarrassed as always to insure its defeat. 

But even if the prosperity of Franklin College were not 
rendered impossible by these different causes, there is a 
cause of drawback and decay found inside of the establish- 
ment itself, that must always cripple and depreciate it. We 
refer now to that want of harmony, those elements of dis- 
cord and mutual distrust, which must always exist to some 
•extent in the Board of Trust, and largely in the Board of 
Instruction, so unfavorable to the successful management 
of the Institution, and so well calculated to maintain in the 
public mind a want of confidence in its claims tnid efficiency. 
We forbear to enlarge upon this point. The recent history 
of the Institution affords a lamentable illustration of the po- 
sition here assumed. And we have only to say fuither, in 
regard to it, that w^hile this particular cause of damage is 
enough in itself, whatever might be the chances of Franklin 
College for success otherwise, to work out its decline and 
utter failure, yet it is one not merely temporary and occa- 
sional, but one which necessarily and inevitably follows 
from the mode by which its Faculty and Board of Trust 
are constituted; and hence may be expected to be always 
both prominent" and active. 

But, if Franklin College must go down, if continued un- 
der her present organization, the question is, cannot some 
plan of re-organization be adopted — cannot the Institution 
be placed upon some new basis Vvhich will prevent this un- 
toward issue, and still make her a most valuable educational 
agency. I take leave to answer in the affirmative, that this 
something can be done, and that the present is a most aus- 
9 



130 

picious period lor taking the necessary steps to iu;coniplisli 
it. Surely, if this can be done, do Georgian can be indif- 
ferent to it. The desire to continue the active existence of 
au Institution which has liitherto contributed so elhciently 
to further the higliest interests of tlie State, the conscious- 
ness of the value of education as the great instrument of 
amelioration and progress, must surely enlist in behalf of 
this object the zeal, not only of every ahunnus of the Insti- 
tution, but of every citizen of Georgia interested for the 
weal of the commonwealtii and the progress of his race. 

The plan I propose is this, that she should surrender her 
organization as a mere college, and adopt that of a univer- 
sity proper. There are two distinct conceptions of what 
constitutes a university. First, the English conception, ex- 
amples of which we have in tlie Oxford and Cambridge 
Universities. Sccund, the German conception, examples of 
which we have in the Gottingen and Halle Universities In 
the English scheme, the college feature is not only retained, 
but is prominent — the University being in fact but a con- 
federation of colleges and its superiority consisting in the 
fact that, by reason of the extent of its resources and facili- 
ties, and the combination of talent and learning found in 
its extended list of instructors, greater advantages for ex- 
tending and perfecting education are enjoyed than can be 
provided in a single, isolated college. In the German 
scheme, however, the University is an establishment en- 
tirely in advance of the college, and is strictly supplemen- 
tary to it. It pre-supposes and rests upon the preparation 
of the college, just as our colleges in this country pre-sup- 
pose and rest upon the preparation of the acadeuiy. Just 
as in this country the college is an institution after and 
higher than the academy, so the University of Germany is 
an institution after and higher than the Gymnasia (institu- 
tions which correspond to our colleges) — the latter sus- 
taining to it strictly the relation of preparatory schools. 
Now it is the German conception of the university, and not 
the English, which I would seek to realize in the proposed 
change at Athens. Not, however, on the ground of par- 
tiality for German methods, but because the Englishs cheme 
of an assendjlage of distinct and numerous colleges is in 
this instance wholly impracticable, and because the scheme 
of an establishment in advance of the college, whose object 
is the elevation and further extension of'pthe educational 
course, is both simple and feasible; and because, further, 
this scheme is disconnected from grounds of o])position 
which, in numerous quarters, will be felt to apply to the 
other, and which, in my judgment, would and ougiit to be 
fatal to all unanimity in its support. 

The scheme, then, of a University which I would pro- 
pose, would embrace the following specific conditions: 



131 

1. That it be an establishment whose object is, first, to 
give opportunities for extending and perfecting edncation 
beyond the limits attained to in the colleges. Second, to^ 
encourage, by the facilities and opportunities it affords, re- 
search, invention, discovery and authorship. 

2. That, to make it in fact what it is designed to be, an 
institution in advance of the college, and to secure in its 
members that previous discipline and scholastic acquire- 
ment, adapting them to this contemplated and implied 
•stage of advancement, the exhibition of a diploma from a 
college below, certifying the fact of graduation, shall be 
the condition upon which admission to membership de- 
pends, — the college being made thereby to sustain the rela- 
tion to the university of preparatory schools! 

4. That the course consist of lectures in the three great 
departments of Law, Medicine, and Literature proper, — 
the Literary Department embracing every branch of study 
which belongs to a course of education considered in its 
most extended sense. 

4. That it be authorized to confer Degrees upon those 
graduating in the Departments of Law and Medicine; and 
that the course in the Literary Department shall consist of 
two years, at the end of which the Degree of Master of 
Arts may be conferred. 

5. That the Faculty, whose duty it shall be to deliver 
these Lectures, shall be constituted of the first talents and 
learning, which it is practicable to secure in our country, 
and that, to provide such a Faculty, the salaries snail be of 
the most liberal and attractive character. 

6. That arrangements be made in the way of Buildings, 
Library and Apparatus, including Cabinet and Museum, on 
the most enlarged and commanding scale which the present 
progress of the world will allow ; so that every possible 
facility may be offered for the highest possible extension of 
the course of education, and every possible advantage may 
be ofiered to authors, and all engaged in the prosecution of 
literary and scientific researches, who may be disposed to 
resort hither, to aid them in their labors. 

7. That the policy, if not adopted at first, be gradually 
looked to, of establishing Fellowships, such as obtain in the 
English Universities, by which, learned men and promising 
authors being placed upon them, may be enabled to give 
themselves without let or hindrance to science or litera- 
ture ; thereby conferring blessing upon the country, and 
reputation and honor upon the Institution. 

It will be perceived that the grand distinction of this 
proposed Institution is, that in its course and objects it is 
above and after the college ; this fact being made sure, by 
requiring a Diploma from some one of the regular colleges 
as the indispensable qualification for admission into any of 



1'52 

its Dcpartmc'iits. It may be tlioiiglit at first view, that 
however judicious this may be for tliose proposing to enter 
the Literary Department, yet that it is too rigid and exchi- 
sive ill respect to those wlio may wish to avail themselves 
of the Law and Medical Departments. But the slightest 
reflection will show that the etfect of this will be directly 
to elevate the standard of Professional edncation. indeed, 
the entire cast and tone of Professional life. The easiness 
with which men may get into the professions now with an 
exceedingly limited literar)' education, has, without doubt, ex- 
ercised a degrading influence upon the position of the profes- 
sions in this country. This feature in the proposed Universit}", 
which requires a lull collegiate education as a condition pre- 
cedent to admission to the advantages of its Professional De- 
partments, in that it presents a favorable mode for counter- 
acting this depressing system, and for securing a needed pro- 
gress in the character and position of professional lite, is 
abundantly vindicated, not only as wise and judicious in it- 
self, but as one of the most important that could be em- 
braced in the scheme of such an institution. 

The great design of the University is to carry forward 
education beyond the limits reached by the College. If it 
were the policy, then, that others besides graduates of Col- 
leges could enter it, of course this end would be defeated. 
But if on the contrary the principle is adhered to, as the 
great characteristic of the Institution, that onlv those 
whoso education has alreadv reached the maxiuuun limit of 
the College are eligible to membership in it, then, of course, 
whatever education the University dispenses, is that much 
in advance of and supplementary to the usual curriculum 
of the College ; and the great object of a more elevated 
educational system would be through its instrumentality 
realized. There can be no doubt that the civilization and 
progress of this country has outgrown its existing educa- 
tional agency. The time has come when we need a more 
extended course of education, than is at present provided 
tor in any of our existing institutions of learning ; when 
the studies now embraced in our systems must be more 
thoroughly and criti('ally taught, and when a variety of 
other studies, whi<di the progress of society has made indis- 
pensable, but which are now left out, must be embraced. 
But our college system is incapable of the expansion neces- 
sary to meet these wants. To attempt it, would be to re- 
strict its capacity to fulfill its own peculiar functions, 
would be .to diminish its j>ower to diffuse education, an ob- 
ject which is not less important than to elevate it. It is 
by means of a supplementary class of institutions, which 
begin their courses where the College leaves ofl', that this 
higher work is to be performed — this great and growing 
demand is to be met. And if the institution at Athens be 



133 

converted into a University, fulfilling the conditions I have 
specified, it will be the glory of Georgia, that she was first 
to lead the way in the provision of this higher class of edu- 
cational instnniienlality. 

I have no idea that the scheme for converting Franklin 
College into a University, will be sustained by the people 
of Georgia, unless the College feature is entirely abandoned. 
First, because if the College remains, and the making that 
institution a University consists simply in adding on cer- 
tain new educational provisions, it will be understood by 
the friends of the other Colleges, that the appropriations 
made by the Legislature will only go to increase the advan- 
tage of that department of the University, constituting the 
College proper, for a successful competition with these 
Colleges; and they never will t^.onsent to these appropria- 
tions unless these oilier Colleges are made objects likewise 
of the public munificence. Second, because if it retains 
the College feature, the whole theory of Denominational 
education, and the feeling which it engenders, will press 
against the institution precisely as it does now% and pre- 
cisely the same antagonism will be experienced to its pro- 
gress and prosperity. But if it abandons its Colh^ge or- 
ganization, taken, then, out of the competition with the 
Colleges as it will be, and constituted as it will be of young 
men having passed through the processes of the Colleges 
below, these institutions will all rally to its support. It 
will be then to the interest of every College in Georgia to 
uphold the UniversitjT, and to co-operate in the most liber- 
al eftbrts to promote it ; since the reflex influence of the 
University will be favorable to the prosperity of the Col- 
leges. The Colleges, then, in foct, will become the feeders 
of the University, the broad basis upon which this great 
central institution will rest; and every denomination and 
every class of interest in Georgia, delighting in its prosper- 
ity, will unite with promptness and zeal in the most liberal 
measures for its support. 

It may be, that constituted as the University would be 
of those only who had graduated at the Colleges, its patron- 
age would be at first small. The demand for Collegiate 
education was at first small. The flrst demand for a higher 
type of education is always comparatively restricted. But 
the only question always to be asked is this : Has the time 
come when the country needs — when the existing civiliza- 
tion needs, this higher class of educational agency, this ad- 
vance in the educational provision. If so, as the history of 
the College has proven, the assurance is already given that 
the supply will both create and invite demand. 

The grounds upon which a large and growing patronage 
of such an institution may be confidently expected, are 
these : 1st, the consciousness which is beginning to be gen- 
erally felt of the insufliciency of the education of the Col- 



loges, and of tlie necessity of prosecuting the educational 
course beyond the limit of the Colleges, in order that it 
may accomplish its full results as au intellectual discipline, 
and in order that it may be practically more available in 
actual life. 2d, the growing demand for elevated profes- 
sional education, and the growing uses of higher science 
and the profound principles of knowledge in the arts and 
business of practical life. 3d, the length of time which 
often intervenes between the period of graduation in the 
Colleges, and the period of legal and actual manhood, and 
the reasonable presumption that many will avail themselves 
of this interval to prosecute their educational course in the 
University, especially those whose pecuniary means interpose 
no barrier, and especially, too, in view of the eclat which in 
a growing sense is destined to attach to University education. 
4th, the influence which fashion 'and conventional under- 
standing will inevitably give to University education ; so 
tliat, as once Academical (xlucation was regarded as ample 
to entitle one to the reputation of an educated man, but the 
establishment of the College superseded this standard, and 
erected a higher one in its stead, so the establishment of the 
University will in like manner, and for the same reasons, 
correspondingly elevate the standard of educational respec- 
tability; a result, as is at once evident, that would insure 
the ample popularity, and patronage, and success of the 
University system. 5th, the fact that this University, 
opening up as it would a new era in the education of our 
country, and as the first and only one in the land, would 
have the entire range of all the Southern Colleges to rest 
upon as a basis; the fact that it would be located in the 
Empire State of the South, which has already a noble pres- 
tige among her sisters of the South, and the fact that com- 
ing into existence at a time when her sons are being shut 
out by a fierce fanaticism from the institutions of the North, 
to which they have hitherto resorted in search of a higher 
education, it is an auspicious period for concentrating an 
entire Southern interest upon the enter])rise, are all favor- 
able indications, indeed, indisputable evidences, of the cor- 
rectness of the position taken, that this Institution, once 
established, will not lack of the most extended support. 

I conclude with the expression of the hope, that Georgia 
will not fail to do herself the enduring honor of availing 
herself of the splendid opportunity now before her to lead 
the way in the provision of this higher educational instru- 
mentality, now the great demand of her people, now, in- 
deed, the great demand of American civilization, by the es- 
tablishment in her midst of a noble University. 
Very Respectfully, 

Your Obedient Servant, 

WILLIAM J. SASNETT. 



135 

[Letter from Rev. N. M. Crauford.'] 

Mercer University, October 6th, 1856. 
Mif Dear Sir : 

According to my promise, I will now endeavor tq write 
you the substance of the remaris.s on our educational policy, 
which I expressed in conversation with you when I last 
saw you. I am pressed for time, and must write hastily. 

Besides a good system of Common Schools, we need in 
Georgia, first, a more uniform system of instruction in our 
Colleges and Academies ; and secondly, a more elevated 
and thorough course than any of our Colleges can give, or 
indeed profess to give. 

The only attempts that have been made to produce uni- 
formity, have been the voluntary Conventions and Associa- 
tions of Teachers v^^hich, from time to time, in the last 
twenty-five years, have been organized. These have all 
been abortive; and all similar attempts must be failures. 

We have attempted to provide an elevated and extensive 
course of instruction by increasing the number of studies 
taught in the regular College course. But, in a four years 
course, to teach everything that ought to be taught is im- 
possible, and to attempt it is absurd. The public may be 
imposed upon by our catalogues, but both Professors and 
Students know very well that it is an imposition. A con- 
siderable portion of the studies laid down in the course is 
either not taken up at all, or skimmed over in the most un- 
satisfactory and perfunctory manner. If we relieve ourselves 
of the charge of imposition by saying that we profess to give 
a smattering only of some of the sciences, and that the public 
so understand, our apology furnishes the strongest proof of 
the necessity of an institution where the most elevated, the 
most extensive, and the most thorough instruction in all the 
sciences can be communicated. The age demands some- 
thing better than smatterers and sciolists, and the State 
should furnisli facilities for supplying the demand. 

The two great wants, then, which I have mentioned, 
can, in my opinion, be provided for only by organizing an 
institution of higher grade than any now existing, and by 
securing concert of action among the existing institutions 
by a stronger tie than mere voluntary co-operation. The 
State can unquestionably establish a University of the high- 
est order, and I have no doubt -can receive the co-operation 
of all inferior institutions. 

The fathers of our commonw^ealth, seventy-one years 
ago, passed an act for the establishment of a University. 
Our Constitution, adopted fifty-eight years ago, provides 
that *'the arts and sciences shall be promoted in one or 
more seminaries of learning," and directs that "the Legisla- 
ture shall, as soon as conveniently may be, give such fur- 



136 

tlier (lontitioiis and privileges to those already established as 
may be necessary to secure the object of their institution." 
Thus, in the most solemn manner, has CJeorgia recognized 
the duty of educating her own youth. The policy of the 
Legis]a][ure appears to have contemplated one University or 
College for the State, and an Academy in each county ; and 
the Senatus Academicus are em[)owered to "prescribe what 
branches of education shall be taught and inculcated in 
each" Academy and School. It is further enacted that 
"The President of the University, moreover, as oi'ten as 
the duties of his station will permit, and some of the mem- 
bers [of the Senatus Academicus] at least once in a year, 
shall visit them [the Academies] and examine into tlieir 
order and performances." If this policy had been adhered 
to, and these provisions faithfully carried out, complete 
uniformity would have been secured ; and as constant su- 
pervision would have detected all defects, remedies could 
have been applied, and the system would have maintained 
its symmetry, and might have been perfected. But from 
obvious causes, the supervision was of the slightest Icind ; 
no visitations ever took place, and no course of study was 
ever prescribed. Incorporated Academies were multiplied 
in the several counties, because every neighborhood that 
wanted a school, desired assistance from the Academic 
Fund, till at last aid was taken from them all, and the 
Academic and Poor School Funds were consolidated, to be 
called and only called a Common School Fund. 

Our system, as originally planned, was sufficient for the 
wants of the State at that time. The lapse of two genera- 
tions, and the general improvement of the country and the 
advancement of science, make the State University, as at 
present organized, unequal to the demand, and, as we have 
seen, uniformity never was attained. 

Besides tlie State College, there are now three other 
Colleges, Emory College, Oglethorpe University, and Mer- 
cer University, besides the Military Academy at Marietta, 
in operation with good degrees of success. There are also 
some other institutions projected and just commencing 
o})erations. When the Denominational Colleges were first 
organized, many who claimed to be the peculiar friends of 
the College at Athens, looked upon them with suspicion 
and jealousy, as if their success must prove detrimental to 
the more ancient seat of learning. The result shows that 
these fears were groundless. The establishment and success 
of these younger Colleges has been beneficial to the State 
College in more ways than one, and the friends of Athens 
are now most ready to acknowledge it. The Denomina- 
tional Institutions have advanced the cause of Education. 
They have educated numbers of young men who otherwise 
would have been uneducated, and by a generous rivalry 



137 

with each other and the State College have raised the 
standard in all. But neither the State University, as at 
present constituted, nor any other of otir Collegiate Institu- 
tions, does or can give tlie liigh course which ought to be 
within the reach of our sons. 

The State needs a University in fact as well as in name. 
Let Franklui College, at Athens, be made that University, 
and let the present Denominational Colleges, and sucli 
other local institutions as may hereafter be organized, be 
brought into liarmony and co-operation with the University. 

To make Franklin College properly a University will re- 
quire an increased endowment. But is not Georgia able to 
grant the funds necessary for that purpose? Are not the 
Alumni of the College, and the friends of education sutE- 
ciently numerous and influential — are not the people of 
Georgia sufHciently enlightened to do v/hat the interest, the 
honor of the State demands V I believe (and I have sufli- 
cient means of forming a correct opinion,) that our Colleges 
impart instruction as thorough as Northern Colleges ; but 
we want somethinjT hisiher than the Colleoe. The Univer- 
sity should have a department of Law, of Medicine, and of 
applied and professional Science. For obvious reasons, 
Theology should be left to the Denominational Colleges. 
All the departments except the Medical should be in Athens. 
The Medical College in Augusta, as the oldest, best estab- 
lished, and most flourishing Medical Scliool in the State, 
might be adopted as a branch of the University, but one or 
more of the Professors mighf deliver a summer course of 
lectures in Athens on Anatomy, Pliysiology, Medical Juris- 
prudence,*or other suitable branches of science. If the 
University in Athens be constituted in a manner worthy of 
the intelligence, wealth and enterprise of the State, the 
first want will be supplied ; and v/hen I look over the list 
of your Colleagues in the Board of Trustees, I must believe 
that you will find among them men zealous, ardent and ef- 
ficient. Tlie object proposed is surely worth more than a 
party triumph. 

But the flrst want supplied, how may we secure the 
second? How obtain a uniform course of instruction? I 
answer, by keeping in view the model presented by the 
wisdom and patriotism of Baldv^-in and Milledge, when 
they planned and established the University of Georgia, 
varying from it only as time and progress show that vari- 
ance is necessary to the perfection of the system. Let the 
educational establishments of the State be brought into 
harmonious alliance — cemented into union. The common 
schools shall form the broad and strong foundation; above 
it shall rise the academies, then shall tower the colleges, 
and, over all, the university shall ascend and constitute tlie 
apex — the whole forming indeed "a mental pyramid" far 



138 

more glorious than tile structures of Egypt, for, instead of 
being a monument of a dead tyrant, it will be an edifice 
which shall secure forever the intelligence, virtue and li- 
berty of our peo})le. 

In granting future charters of incorporations to colleges 
and academies, provisos may be inserted to secure uniform- 
ity and subordination. In regard to existing colleges, such 
provisions should be adopted as will gain their assent to 
the plan proposed. 

I suggest that the denominational and local colleges (all 
I mean which have been endowed by private munificence) 
be brought into imion with the University, so as to be sub- 
ject to certain regulations prescribed by the Senatus Aca- 
demicus, and at the same time to maintain their separate 
organization and peculiar characteristics. Mercer Univer- 
sity, for instance, has been established and endowed by the 
Baptists of Georgia, with direct reference to the education 
of Ministers. But, in connection therewith, regard is wisely 
had to thorough instruction in Literature, Art and Science. 
And I am persuaded that tliis Institution has done and is 
doing a work worthy of her honored name and of the 
State. Now there is nothing sectarian or denominational 
in literature and science, and Mercer University, while 
maintaining her own system of Theological instruction, may 
cheerfully co-operate with other institutions in a uniform 
course of collegiate studies. I make this remark the more 
confidently, because I know that her Faculty have felt se- 
rious disadvantages from want of such uniformity. Let 
each local college, then, have its own Faculty of instruc- 
tion under its ovk^n Board of Trustees, and arrange all its 
internal affairs in its own way, but let the course of literary 
and scientific study be prescribed, or at least approved, by 
the Senatus Academicus, and let it to a certain extent be 
subsidiary to the University course. I would not lower 
the education imparted at the colleges, but limit it in such 
a way that what is learned shall be more thoroughly 
known. Thus, while those wiiose whole academic training 
shall be confined to a college course shall be benefitted as 
much as at present, those whose circumstances make it de- 
sirable and convenient for them to obtain additional instruc- 
tion shall find their previous studies in full liarmony with 
the University course. 

It may be objected that this })lan, nevertheless, will de- 
prive the colleges of their present independence, and place 
them in an inferior position. Inferiority of position is 
merely relative; and education, above all things should be 
free from envy and jealousy. If the State shall establish a 
University of high order, the colleges will in fact be infe- 
rior to it, though there should be no 'recognized or legal 
subordination. My desire is not to degrade the colleges. 



139 

but to elevate them, and I believe this can be done by or- 
ganizing a still higher institution, which shall be above 
their rivalry, and shall help them to ascend. 

For the loss of the absolute independence now enjoyed 
by the colleges, however, some compensation should be re- 
ceived. I suggest, therefore, that' each college submitting 
to the regulations of the Senatus Academicus shall receive 
from the State an annual stipend, say two thousand dolhirs. 
Aside from the advantage to be derived from a uniform 
system of instruction, it appears but just that the State 
should aid those institutions which are performing a duty 
which the Constitution devolves upon the State itself. No 
one can deny that the local colleges are doing an important 
work in educating the people, a work which the State 
ought to do, which the State College did not and could not 
do (for whatever its facilities for teaching might be, it did 
not and could not rouse the people to avail themselves of 
its advantages, as the local colleges have done). Now, as 
the supporters and founders of the colleges have raised 
large amounts by private liberality to do the State's work 
of education, it is but right that the State should aid in 
carrying on the work. And, on the other hand, when the 
State gives aid, it is but right that it should have some 
supervision in the use of the funds granted. Another idea 
may not be inappropriate here. I have said that the State 
University should not teach Theology; but the best inter- 
ests of the State and people require that ample j)rovision 
be made for the instruction of the ministry. This is best 
done by the religious denominations, but it appears not un- 
reasonable that the aid ot the State should be granted to 
those institutions which are doing an important work of 
education which the best interest of the people requires to 
be done, and the State is incompetent to do. 

If, however, the requirements of the Senatus Academicus 
should be harsh and severe, the colleges may at any time 
resume their independence and give up the State aid. 

As a further bond of connection and source of sympathy 
between the University and the colleges, the latter should 
have the privilege of sending a portion of their graduates 
(say one-fourth) free of cost, to the University, either in the 
literary or professional departments. If reference be had 
to scholarship in the selection of these, it will furnish a 
more active stimulus and confer more substantial benefit 
than the present system of honors. 

On the other hand, the colleges might be required to re- 
ceive, without charge, a certain number of students from 
tlie academies. Not the poverty, but the scholarship, of 
the applicant should decide their selection. Other provi- 
sion should be made for charity scholars. 

Before granting the State aid to any college, satisfactory 



140 

evidence should be received, that such college is in posses- 
sion of a certain endowment, say $oO,000, well secured. It 
might be well to allow the institution to pay her endow- 
ment into the State Treasury, to be funded at the regular 
rate of interest. In order to cai-ry out the plans herein 
suggested, it will be nec(,'ssary to remodel the fc>enatus Aca- 
dbmicus. As at present constituted, that body is impotent 
for good. I would suggest that it be composed of the Gov- 
ernor of the State, the President of the Senate, the Speaker 
of the House of Heprcsentatives, the Judges of the Supreme 
Court, two gentlemen from each Congressional or Judicial 
district, elected by the Legislature, (and, if such a thing be 
possible in these days of blind party donrination, selected 
on account/ of some other qualification than party allegi- 
ance,) and one meniber selected by the Faculty or Trustees 
of each college. A Senatus Academicus,- thus constituted, 
would be competent to supervise and direct the educational 
interests of the country, and to it the colleges would cheer- 
fully submit their plans of instruction and course of study, 
especially when this submission is attended by solid benefit 
to themselves. 

I believe I have criven you the substance of the suirges- 
tious I threw out in our conversation, In giving this out- 
line, I hav«.' avoided unnecessary detail. If there should be 
a probability of the adoption of any general system of edu- 
cation, the details jnust be determined by consultation of 
wise and experienced men. I submit this project to you 
as a tried friend of education, an ardent supporter of our 
common Al^ma Mater, and enthusiastic advocate of whatever 
may best advocate the interests of your countrymen. If 
there is in this scheme a germ of merit, I trust tlnit you 
will unfold it; if there is any chance of carrying out the 
plan or any of its parts with successful and beneticial ope- 
ration, — if anybody, you can accomplish it. I shall be 
happy if I have succeeded in giving any view which, upon 
mature rellection, you shall approve, or any impulse which 
will induce you to d(?votc your time, talent and enthusiasm 
to the great cause of education. You spent ten years in 
establishing the Agricultural Association. Where can you 
find a nobler object for the use of your abilities than in 
establishing a great and beneficial system of education in 
your native State V 

"*Si qvid novis/l rrctius istis, 
Candidus impiui, si not)., his ittcrc mecum.^^ 

I am, very truly, your friend and brother, 

N. M. CRAWFORD. 
To the Hon. D, W. Lewis. 



Ill 

Ogletiiokpe University, March 21, IS-'jG. 

D. JV. Lewis, Esq.— Dear Sir : 

In behalf of the friends of sound education. in Georgia, 1 
thank you and otlier advocates of the good cause, for the 
liberal and enlightened views you so zealously urged on the 
attention of the Legislature at its late session. Those ef- 
forts will be properly appreciated by a discerning public. 
Patient perseverance in a good cause rarely fails of ultimate 
success. 

I cheerfully comply with your re(piest to give you such 
thoughts as occur to my mind, as worthy of considera- 
tion in future legislation. 

As citizens of Georgia, native and adopted, we have, per- 
haps, been ringing the changes long enough, for all the pur- 
poses of an honest pride, upon our excellencies of soil and 
climate, our extent of territory, and our unparalleled local 
position and advantages. We may stand still, talking and 
Ijoasting, until our soil is washed away from beneath our 
feet, and our forty thousand men and women who cannot 
read or write, are multiplied through their posterity into 
a crowd of population that will prove utterly unworthy oi" 
their inheritance and inadequate to meet the grave respon- 
sibilities that appertain to such a domain. 

The true glory of any kState, is the virtue, ititelligenc<! 
and industry of its people, ayd these are the objects to 
which true statesmen and philanthropists v>'ill address their 
earnest energies. 

I regret that the bill which you offered in the lower House 
and which passed by a respectable vote, was lost in the 
Senate. As I understand it, it provided means for the lib- 
eral education, including board and tuition, of one promis- 
ing youth to be selected from each county in the State. 
With some small amendments, it would have been iu\ ad- 
mirable practical advance on all former legislation. These 
youth were to obligate themselves to teach school, for a 
limited time, in the counties from vv'hich they were sent, as 
a consideration for the boon conferred on them. 

The present crying want of Georgia is a supply of com- 
petent native teachers. Few persons, except those connec- 
ted with literary institutions, have any conception of the 
unsupplied demand for good native teachers. Probably 
four tilths of the applications to the President and Profes- 
sors of our Colleges for teachers, cannot be met. Your 
plan would have gone far to meet these necessities, and with- 
in a few years would have answered them all. And besides 
drawing into the service of the country a large amount of tal- 
ent and genius, that will else live and die in obscurity, it 
would have awakened in nianv a familv and social circle an 



142 

educational spirit, aud sent from a hundred centres of inllu- 
ence, a benignant power all around. 

The proposition of j\[r. Speaker Stiles, was also highly 
worthy of a(lo[»tion. It proposed to send a State Superin- 
tendent of Education to plead the cause in all th(; counties to 
awaken public attention to the subject, and to investigate 
the wants of the various sections. This feature, I think, 
ought to be appended to any system that shall be adopted, 
and it should be made the business of some (^me man to su- 
pervise the whole matter. 

An able State Geologist should be employed without de- 
lay to analyze the soil of the various counties, and to spread 
light in relation to agricultural chemistry. Besides this, 
there should be an agricultural professor in each of the 
leading Colleges of the State, supported, to some extent, by 
public liuids, who should spend a portion of his time in de- 
livering popular lectures to a section of the counties assign- 
ed to him. 

The State College ought to be munificently endowed and 
officered by a corps of profound teachers, wliose duty it 
should be to deliver lectures on every department of science 
that is valuable to the people, and to which young men 
might reso^'t with the assurance of getting the very ablest 
instruction in every department of knowledge — Law, Men- 
tal and ]\Ioral Science, Physiology, Philology, Modern Lan- 
guages, Engineering, Mcc .anics. Manufactures, &c., should 
be thoroughly taught to those seeking information. There 
should be no necessity to send a son of Georgia out of the 
State to secure the most finished education in any dejiart- 
ment that looks to the advancement of socitity. 

The Virginia Univeisity, and the Lawrence Institute, at 
Cambridge, Mass., are the only two points in the whole 
country to which a young man can resort with assurance 
of obtaining a profound knowledge of the practical sciences; 
and th(ur crowded halls demonstrate the wisdom of their 
endowments and the necessity of their provisions lor the 
wants of the age. 

A plan, I apprehend, might be devised in Georgia to har- 
monize the apparent conflicting educational interests and 
concentrate them all into one beautiful and efficient 
system. The liberal supporters and advocates of the res- 
pective Denominational Colleges in the fc>tate sometimes 
make objections to enlarged appropriationsto the State Col- 
lege, on the plausible grounds that tliey choose another 
mode of education, and that it would be unjust to tax them 
for a State Institution, of which they do not avail them- 
selves, whilst they are making sacrifices in another way, 
more agreeable to them, to promote the enlightenment of 
the age. These difficulties, I a])prehend, might be recon- 
ciled by an enlightened and liberal plan, that would unite 



143 

the views of all parties. My plan would be the following : 
Let the State select a leading College from each of the dif- 
ferent Denominations and endow a Professorship therein, 
and aid to improve its Library and Apparatus. And then, 
in turn, let all parties rally manfully and cordially around 
the State College and give it a thorough and ample endow- 
ment, and thus make it worthy of the State. One happy 
collateral elFect of aid extended to the Denominational Col- 
leges selected, would be the gaining and sustaining a high- 
er standard of education in these Colleges. For, in some 
of the Denominations, there is a dangerous tendency, just 
now, to multiply their Colleges too fast. In this way there 
is incurred the hazard of lowering the standard by a neces- 
sary limiting of the patronage to too contracted a field for 
the adequate support of a competent set of able teachers, 
with the proper appointments. These Colleges have al- 
ready done a great woi'k for Georgia in enlightening the 
people and multiplying good teachers. They have never, 
as yet, cost the State Treasury one cent, and it will be but 
an act of sound policy and sheer justice to extend help to 
them in a judicious and discrimating way, and to a limited 
extent. If the enlightened christian public would confine 
their views to the one fact alone of the increased enlighten- 
ment of their religious teachers in the sacred desk, result- 
ing from these denominational Colleges, they would feel 
the wisdom of the fosterincj care of the State. 

Let the State University bend its efforts mainly towards 
finishing a complete course of education ; and let the other 
Colleges confine their teaching to undergraduates alone. 
This division of labor would prove judicious ; for it is found 
by experience, that a professor whose business it is to de- 
liver profound and learned Lectures to graduates, cannot 
well come down from his high department, to drill youth 
in the elements of Mathematics, Languages and Natural 
Science. In the Virginia University, the instructors do 
far more justice to resident graduates than to their under- 
graduates. The Lawrence Institute, as I understand, is en- 
tirely devoted to Lectures and Experiments, and its pupils 
are graduates — if at all — either of Harvard College, in its 
vicinity, or some other Institution. 

In addition to all these provisions, there should be some 
system adopted, as far as practicable, if necessary, by itine- 
rating schools, in part, as in some portions of Europe, to 
reach the forty thousand who cannot read or write. This 
can be done only by degrees, as portions of our population 
are so sparse, and the other methods would have a tenden- 
cy gradually to meet this w^int. 

My plan, then, embraces all these propositions, viz : the 
liberal education of a boy from each county, at the public 
expense ; a State Superintendent of Education ; a State 



Geologist ; a thorough euclowiueiit of the State University 
and the endowment of an Agricultural Professorship in one 
OoUege each, selected from the Denouiinational Colleges, 
with the duty assigned of traveling during part of the year 
to deliver popular Lectures. All of these appointments are 
important, but the adoption of any one of them would be 
making a good beginning, and would prove so much clear 
gain. 

And now it will be said by many, at first view, this is a 
most extravagrant and an utterly impracticable scheme. 
As to its extravagance, I have only to reply, that it will 
prove the soundest economy, if the value of the object to be 
gained is to be set over against its cost. Dut I go further 
and say, that it is eminently practicable, without imposing 
any onorous burdens on the people, even if it should re- 
quire, to carry, it out, one hundred and fifty or two hun- 
dred thousand dollars, annually. How, then, shall it be 
done? I answer, simpl}^ by devoting to the great work 
the whole income of the State Koad. I believi; that this 
was the very thing that Providence had in view in suggest- 
ing to our eminent statesmen the magnificent scheme of 
constructing that road. Such an appropriation of its avails 
would "make that road a double blessin"; and a crowninii: 
glory to the State. 

I have great doubts whether the State Road should ever 
be allowed to pass from public control — unless by a tempo- 
rary loan to a company. In the hands of the State, besides 
imposing a salutary check on the Railroad Companies, it 
would constitute a perpetual mine of wealth to the public. 
It is objected, that it imposes too responsible and onoroiis 
a burden on the Executive, and must necessarily be subject 
to party s(iuabbles and corrupting influence. I reply, let 
three or four men of integrity, business talents, energy and 
industry, who shallbe above all party influence — andthereis 
no lack of such men to be found in Georgia — be appointed 
to manage the Road. Let them be liberally compensated, 
so that they may give to its management the whole of their 
time. 

Or, if this does not meet the views of the public, let it 
be loaned out to a company for a series of years ; or, if it 
must be sold, let the whole of the proceeds of the sale be 
first sacredly set apart to carry out a grand scheme of edu- 
cation that will make Georgia a model State of the South, 
and you have abundant means to meet all the measures I 
propose. 

Without these preliminary arrangements, I fear the sale 
of the Road would result in the squandering or wasting its 
avails on some comparatively inferior object. 

And, now, how shall the public be brought up to these 
high views of duty, interest and honor? Let the frfends of 



145 

ediieatioii all over the State unite at once and begin to ag- 
itate the question. Do for this sacred cause of popular, 
universal enTightenmcnt and elevation, what politicians do 
for party purposes — confer, and talk, and write, and plead. 
Go for one decided educational Legislature — let this be the 
one idea — seek for a legislature that will immortalize them- 
selves by inaugurating a system of education broad as the 
wants of the people, and which shall reflect glory on the 
State for all coming time. The enactors of such a system 
of education, could afford, if needs be, to be ostracised in 
view of the solid and lasting good they had achieved. But 
there would be no danger of this. The good people of 
Oeorgia would be prompt in honoring them for their wis- 
dom and far-reaching benevolence of action. 

Let a comprehensive plan be matured and presented for 
consideration at an early stage of the session, and not held 
back, as many well-matured and elaborate measures of use- 
fulness often are, to the heel of the session, to be hurriedly 
thrown overboard, and left to lie forever " in limbo pat- 
vum." 

Very truly, yours, 

SAM'L. K. TALMAGE, 



[From tilt' Federal Union. 1 

'[Letter from SamU. K. TalmageJ\ 

MiLLEDGEVILLE, NOV. 9th, 185S. 

Jffs.sT.s. Editors : M&y I ask the insertion of the following 
patriotic and liberal views, of the able and distinguished 
President of Oglethorpe University ? They arc wortliy of 
the source from whence they came. 

Respectfully, 

Thos. R. R. Cobb. 

T. R. R. Cobb, Esq.— % Dear Sir : You ask for a brief 
and summary expression of my views as to the relation 
which education bears to the State and Church, respectively 
and the proper basis on which educational systems sliould 
be organised and conducted. 

These are grave questions, worthy of the profoundest re- 
flection of the patriot and the Christian. 

Their bearings are far reaching for time and eterni- 

ty. 

Some of the principles bearing on this subject seem to me 
to be very obvious. But as to the practical details that 
should guide the action of civil governments, I am looking 
with intense interest after the result yet to flow from ex- 
periments, now in operation in various States of the 
Union. 

10 



146 

The State and the Church arc both divinely appointed 
ordinances — both indispensable to the well being of man. 
The State looks after the temporal interests ol society ; the 
church mainly after its spiritual and eternal, and subordi- 
nately, after its tempoial welfare. 

The State — and especially a Ke^uiblic — depends for its 
Iiappiness, upon the virtuous intelligence of its citizens, and 
must therefore, ex nccfssimtc rcl cherish education as its life's 
blood. The church again cannot enjoy enlightened piety 
in her membership unless she cultivates tlie minds, as well 
as the hearts other offspring; and she must have some au- 
thority to direct education within her own fold, or she has 
no guarantee for sound religious instruction. Fatal error 
may sap her sacred foundations if she cannot direct the 
teachings of her children. 

How then shall we harmonise and reconcile the two, and 
make them co-operate for the attainment of the greatest 
good V Here lies the practical difficulty, viz: To se- 
cure education for the greatest number and to the highest 
extent, and yet to guard the Temple of Science from false 
teachings and corrupt sentiments. 

There are many districts in every State where the church 
has but little power — where, from the fewm>sss of church 
members, or their divisions as difl'crent denominjitions, they 
cannot systematically and harmoniously co-operate effective- 
ly. Here the State must do the work of education, or 
leave it undone. Again, in the highest departments of art 
and science, State endowments seem to be called for, to se- 
cure the largest facilities for instiuction. 

My conclusion, then, is, that both Church and State not 
only have a right, but are bound to teach, or to secure its 
being done ; and that it is a nairow and bigoted ultraisin to 
discourage the one or the other from the work of teaching. 
Let them both act ; there is abundant room i'or both. Let 
neither be discouraged. There need be no collision, no 
jealously, no antagonistic movements. There has been un- 
founded jealousy against d<niominational education in Geor- 
gia. It is giving way before the happy results which are 
flowing from these institutions, in the idevation of the stan- 
dard of eidightment in the churches, the increased supply 
of good teachers, the enlarged intelligence of the Christian 
ministry, the impulse and (piickening iujparted to the cause 
of education generally. 

As the churches are aiding the State to educate, hitherto 
entirely without expense to the State, whilst church mem- 
bers have been amongst the largest tax payers, the State 
may now, in return, well and wisely, allbrd to aid clmrch 
institutions and make them her agents to a very large and 
increased extent, in benefiting both church and State. And 



147 

as the clmrhes are interested deeply in the welfare of the 
State, the various denominations may wisely encourage 
their members to aid the State in doing, for the enlighten- 
ment of the people at large, what the denominations can- 
not do as separate bodies. 

Georgia has now in her hands the facilities for making 
the most enviable educational endowment of any State in 
the Union, and of becoming emphatically the model State 
of the nation. Now is the golden opportunity, and if not 
improved, it will depart from us, probably never to return. 
And shall any citizen of Georgia, from the paltry consider- 
ation of the few dimes or dollars to be retained annually in 
his coffers, by lowering of the taxes, oppose a grand educa- 
tional scheme V The man that has one spark of honorable 
State pride, cannot be so recreant as to trifle with this op- 
partunity to aid in promoting the lasting glory of his State 
— -such a man is unworthy of the bright heritage with 
which God has entrusted him. 

Let the income of the State road — as the Governor, and 
other noble advocates of education has suggested — be main- 
ly devoted to the cause of education. Let all parties and 
interests unite in building up a free school system that will 
guaranty a good education to every child in the State, en- 
couraging the counties respectively^ by voluntary taxation, 
to add to what the Treasury of the State may give them. 
Let the denominational colleges be well endowed, and give 
education to undergraduates. Let all interests unite for a 
magnificent endowment of a State University, and let all 
its teachings be confined to those who bring diplomas — ex- 
cept in case of those who confine their studies to a scientific 
course. 

I do not mean by this suggestion to imply the abandon- 
ment of the collegiate department at Athens — but the es- 
tablishment of a separate and distinct University system. I 
have no prejudice arising from the proximity of location to 
Franklin College, provided the graduates from all the de- 
nominational colleges shall enjoy its privileges upon an 
equal footing. Li this connection, I would add, that in 
providing for the education of poor young men for teachers 
at the expense of the State, I see no objection to the State 
giving a preference in numbers to her own college. The 
several denominational institutions are sustained and sup- 
ported by the religious sentiments of their respective 
churches. The State should foster her own, at the same 
time acknowledging the usefulness and efficiency of the other 
colleges, by entrusting to their care also, a portion of the 
teachers thus to be instructed. 

I will add, that after the most mature reflection I have 
been enabled to give this subject, I consider it important to 



MS 

the citizens of Georgia, that there should be a State college 
for undergra(hiates. The Episcopaliai), the Lutiieruu, the 
Roman (Juthoiic, the Jew, and otlieis should not be forced 
to the necessity of seuding their .sous beyond the bounds of 
the State, or else placing them under the care of denomi- 
national institutions to whose tenets they may object. For 
while I know — from long connection with one of these col- 
leges — that no such interference is exercised with the reli- 
gious opinions of students, as would be objectionable to the 
most fastidious, yet I am aware of the existence of such 
scruples, and I would not put it beyond the power of any 
})arent to respect them. 

The Virginia University is doing a great work, and yet 
there is one sad detect in its organization. It encourages 
uneducated young men, to resort to the teachings of its 
learned professors, who are utterly miqualified in attain- 
ments of age, to be benefited by the lectures. Not more 
than one fourth of the pupils are the better for their oppor- 
tunities. The remainder leave those walls nearly as unedu- 
cated as they were w4]en they repaired to them, and are cut 
otf from ever getting a good education, by having been 
tempted to undertake what they were utterly intompetent 
to do. 

The wisest heads and the maturest and soundest experi- 
ence are eminently called for to devise a plan of education 
for (jreorgia. Empyricism here should have no place. 

Education should be sound and thorough, and great pains 
should be taken to secure proper moral and religious influ- 
ence in the teachings imparted ; tor education, without re- 
ligious intluence, would j)rove a curseVather than a bless- 

If the main portion of the income of the State road could 
be set apart to promote some judicious system of public ed- 
ucation, it would prove the greatest possible blessing to the 
State. Indeed, the road can be made an exhaustless mine 
ot riches to the people, not only by imparting a general 
spirit of internal improvement which will develop the bound- 
less resources of the State, but by pouring out its treasures 
to the enlightenment of the public mind, and giving mental 
power to the rising generation to mould wisely the rich ma- 
terials that Clod is putting into their hands for the promo- 
tion of His glory and the good of humanity. 

It is an auspicious sign to see so many of our legislators 
and citizens interested deeply in the noble cause of educa- 
tion, and to see our excellent Governor leading the way in 
enlarged educational suggestions. 

I cannot close without expressing my high gratification 
with the views 1 had the pleasure of hearing you express on 
Saturday night in the Representative Hall of the State 



149 

House. I believe I do not dissent from a solitary view pre- 
sented by you on the occasion. And I feel that in common 
with my fellow-citizens of Georgia, I owe you a debt of 
gratitude for your noble exertions in behalf of the cause of 
education. 

I am, my dear sir, truly, yours, 

SAM'L. K. TALMAGE. 



[Letter from Thomas J. Bitrncy.'j 

Madison, IGth Nov., I S57, 
Hon. D. W.Lewis: 

Dear Sir — I address you as the Chairman of the Com- 
mittee on Education, and beg leave to suggest in a few 
words a plan by which the Legislature, at but little cost to 
the State, can extend material aid to the three leading de- 
nominational male Colleges ; I allude, of course, to Ogle- 
thorpe, Emory and Mercer. My plan is, to authorize the 
Governor to issue to each of them an 8 per cent, stock, re- 
deemable in twenty-five or thirty years, in sums of $500 or 
$1,000, whenever the full amount in cash is tendered at the 
Treasur3^ such guards to be provided as will confine the 
benefit of the investment exclusively to the Colleges ; such 
as making the stock unnegotiable, and resarving to the 
State the privilege of redeeming it at any time before it is 
finally payable, if it should become necessary for the Col- 
lege to make sale of it. The whole benefit to the College 
will be a aonation of one per cent, per annum upon their 
investment, in the additional rate ot interest allow^ed, and 
provide at the same time for a safe and permanent invest- 
ment. The importance to our literary institutions of hav- 
ing a certain and uniform income, needs no argument to 
demonstrate ; and where can this be obtained, unless pro- 
vided by the State ? The present condition of the Banks 
and Railroads prove that they cannot be depended upon to 
furnish it. If, then, the State is willing to do any thing 
for the denominational Colleges, can she do it cheaper or 
more efi^ectually than by the proposed plan '/ 

I should like if you would interest yourself so far as to 
ascertain whether the plan I propose, or some one similar 
to it, can be through carried the Legislature. 

Very Truly, 

THOS. J. BURNEY. 



150 

AGRICULTURAL EDUCATION. 

CoLUMRUS, 20th March, lSo5. 
Rev. C. r. D. Mart'm : 

Dear Sir — Your esteemetl favor of the 17th inst. has been 
veceived. You will please accept my thanks for the con- 
cern which you are manifesting in the promotion of the 
great agricultural interests of the country. I think your 
plan is not only ])eautiful in theory, but well suited to im- 
part valuable information, and perfectly practicable in its 
adaptation to the wants of the country. It is difficult, 
ho waiver, to anticipate what public sentiment will approve, 
and it occurs to me that it might be well to elicit expres- 
sions of opinion by a little agitation of the subject before 
the public, and I therefore suggest the propriety of publish- 
ing your letter, and tender to you th(! privilege of the col- 
umns of The Soil for such additional thoughts as you may 
desire to ofl'er, in supj)ort of the plan. This will probably 
draw out others, and in this way the whole subject may be 
discussed, and the public mind be prepared for its adoption. 
[ have not thought sufficiently on the subject to very con- 
fidently offer an opinion, l)ut should be glad to have the 
question examined, and sec some move made for the train- 
ing of the young men of our country, to meet the emergen- 
cy which our wretched systems of culture have forced upon 
us. You will please excuse me for not saying more on this 
subject now, as it is one w^hicli concerns the whole country, 
and I hope you will consent to let t/iou have the benefit of 
what either of us may have to say. 

I am, very respectfully. 

Your obedient servant, 

JAIilES M. CHAMBERS. 

Synodical College, April 20th, 1S55. 
Col. Chambers: 

Dear Sir — Having reflected upon the suggestion of your 
note to allow my letter to you, of March J 7th, to go into 
T/ie Soil nf the South, I have concluded to submit it to you 
for publication, hoping that by so doing, it may contribute, 
at least so far as its suggestions are concerned, to the awa- 
kening of thought and deeper interest among the people of 
this State, upon the subject of wdiich it treats — Agricul- 
tural Education. 

CARLISLE r. B. MARTIN. 

Col. Janus M. Chambers : 

Dear Sir — The interest you have manifested in efforts to 
promote Agricultural improvement, and the opportunity 
your position, as editor of The Soil of the South, has given 



151 

you to judge correctly concerning the practicability of the 
plans which may be entered upon for that purpose, induce 
me to address you and ask your opinion respecting the 
probable success of an enterprise which I have long desired 
to carry into operation, but concerning the success of whicli, 
though all agree as to its desirableness and usefulness, there 
has nevertheless obtained among my friends, to whom I 
have submitted my plan, a difference of opinion. The en- 
terprise to which I refer, is a scientific and practical 
COLLEGE connected with Agriculture. That you may be 
able to form a correct judgment concerning the enterprise, 
I will lay my plan before you a little more fully. 
First Item, 
the course of study. 

I. The English Language. — In its Orthography, its 
(Irammar, its llhetoric, its Logic. 

II. The Earth. — Its Geography, Mineralogy, Geology and 
Chemistry. 

III. Number and Quantity. — Embracing Arithmetic, Al- 
gebra, Geometry, Trigonometry, Surveying, Civil Engineer- 
ing. 

IV. Natural and Moral Science. — Embracing Natural 
Philosophy, Meteorology, Botany, Chemistry, Agricultural 
Chemistry, Ethics. 

V. Intellectual Philosophy, Political Economy. 

VI. Ancient and Modern Languages, when desired. 

Second Item. — In connection with the College, I pro- 
pose to have a Farm, say of two hundred acres of land, to 
be cultivated in the most careful and scientific manner, and 
every operation of the farm to be made the subject of daibj 
observation and note by the students of the College. A regu- 
lar NOTE BOOK is to be used by each student, for the daily 
record of every operation on the farm, and an hour each 
day is to be appropriated i'orfarm inspection, as much as for 
recitation in the school room. Observations will also be 
made and notes taken concerning the weather, the amount 
of rain, and other phenomena in Meteorology. 

I do not deem it necessary to enter into a minute expla- 
nation of the application or the carrying out of this plan in 
detail to you, for you will at once perceive that it embraces 
an observation o^ the character of the soil, the lind ofmamvrcs 
used, and the manner ofjrreparing them, and also the mode and 
time of applying them, the manner of plowing, the kind of 
plow, the time of plowing, the time and manner of plant- 
ing, the culture, the result. 

The carrying out of the plan just sketched will be a 
Scientific School, for all the knowledge acquired would be 
classified, science being classified knowledge; it would also 
be a practical school, for all the knowdedge acquired would 
be at once applied. Agricultural Chemistry, in sonie form 



lo2 

or other, would be a subject of daily study. With the 
younger students, such a text-book as Johnston's "Agricul- 
tural Catechism" would be used, and with the larger or 
more advanced scholars, Gray's "Agricultural Chemistry," 
or some other of equal value, as Johnston's, Liebig's, War- 
ing' s, &c. 

I do }\0T 2^n)posc to male It a Manial Labor School ; the 
labor on the farm is to be performed by farm hands, as on 
any other plantation. The farm and all operations thereon 
are, so far as the school is concerned, merely for ohsermfion, 
Uluslnulon, and experiment. It is to be the great laljonifori/ 
of the school — it is to be its cabinet and Jurharium. This 
being the case, you at once perceive that Botany, Mineral- 
ogy, Geology and Agricultural Chemistry will be taught 
praclicalbj. 

I do not propose in this communication, any argument to 
show the advantages, distinctive and characteristic, which 
]nust result from an education conducted on this plan. 
They lie so apparent, it seems to me, upon the very surface 
of the syiitem, that I only wonder that all the schools in the 
land have not been modeled upon this I'UACTtcAL idea. I 
will, however, simply add the remark, that the distinctive 
ciiakacteristics of the plan of education I propose, are ob- 
servation, EXPERIMENT, and practical application. For 
this purpose, in addition to the facilities offered the stu- 
dents in the Lecture Room and on the Farm Grounds, I 
would have them make annual excursions for ]>otanic and 
Geological study. 1 wish to see a system of education es- 
tablished which shall develop more fully the pau-em of obser- 
vation, of correct reasoning, of junt analysis, and of drawing 
correct conclusiojis from the facts observed and the analyses 
made. And would not the system I am laying before you 
accomplish these ends V Is it not based upon the true Ba- 
conian Philosophy, of induction of principles and practice 
from observed facts ? Who can estimate the amount of 
useful knowledge a youth would acquire in three or four 
years, say from fourteen to eighteen years of age, und(,'r 
such a system of observation and experiment as I have men- 
tioned? Would he not know Arithmetic/ Could ho not survey 
a field / Would he not be flmiiliar with Botany, Mineralogy, 
Geology, Chemistry ? Would he not be familiar with the 
composition of soils and manures? — of j)lants and grains ? 

We hav<; had exhibited in Georgia within the past year, 
a noble illustration of the high estimation in which agri- 
cultural knowledge is held by one of our most distinguished 
citizens. I allude, of course, to the liberal endowment of 
the Terrell Professorship in the State University, for Agri- 
cultural Chemistry, by Dr. Terrell, of Sparta. I can speak 
of this donation, so far as the animus of the endowment is 
concerned, in none other than in terms of the liiLdiest com- 



153 

mendation, but I cannot think, however, that the mode of 
applying it is altogether the most effective and best calcu- 
lated to accomplish the end desired. Had the same amount 
of money been expended in founding an institution such as 
I have sketched, it does strike me that it w^ould have ac- 
complished a vast deal more good. It is true that a learned 
and competent Professor has been found in Dr. Lee, to fill 
the Chair, yet we know that what we learn in-acticaUy in 
all the sciences — Botany, Mineralogy, Geology, Chemistry 
— which sciences are the frame-work and soul of agricul- 
ture, is of infinitely more value to ns than the demonstra- 
tions of the lecture room, however learned and beautiful. 

These, we know, are soon forgotten. What we most 
want to advance the noble science of agriculture, is the 
blending together of the demonstrations of the lecture 
room and the demonstrations of practice. Let the student 
we tltc operatftm as well as learn the fact. 

Much good sense is found in a short article in the Janu- 
ary number of The Soil, taken from the WorJiing Farmer^ 
called "Agricultural Education." Its recommendations 
tally with my plan. Please let me hear from you at your 
earliest convenience. If I have failed to make myself fully 
understood, I shall be happy to write you again. I am 
just out of bed from an attack of Neuralgia, and am scarce- 
ly able to write at all. 

Very truly, your obedient servant, 

CARLISLE P. B. MARTIN. 

Synodical College, Griffin, Ga., March, 1855. 



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Comjianson of the Census Rryorls for the year ISoO and 1859 

No. 1. White population for 1850 was 542,567 

White population for 1859 is 5(11,534 

Increase of 28,9^ 

2. Slave population for 1S50 was 389,237 

Slave population for 1859 is 439,592 

Increase of 50,355 

3. White males bet. 6 and 16 in 1850 78,140 

White males bet. 6 and 16 in 1859 81,719 

Increase of 3,579 

4. White population bet. 6 and 15 years 

of age, in 1850, was 70,100 

5. Free persons of color in 1850 3,286 

Free persons of color in 1859 3,292 

Increase of 6 

6. The deaf and dumb in 1850 432 

The deaf and dumb in 1859 299 

Decrease of 133 

7. The number of lunatics in 1850 617 

The number of lunatics in 1859 400 

Decrease of 217 

8. The total population in 1850 was. . . . 935,090 
The total population in 1859 is 1,014,418 

Increase of 79,328 

9. The rep'tative population in 1850 was 778,054 

10. The number of flimilies in 1850 was. . 99,695 

11. The number of males under 6 years of 

age, in 1859, is 62,108 

12. The number of males over 16 years of 

age, in 1859, is 131,592 

13. The number of females between the 

ages of 6 and 15, in 1859, is. . 73,480 

14. The number of females under 6 years 

of age, in 1859, is 59,895 

15. The number of females over 15 years 

of age, in 1859, is 138,323 

16. The number of idiots in 1859 is 442 



167 



TABLE Showing the Amount of School Fund distributed in 
years 1854 S^ 1859, and the JSJumher of Children returned in 
those years. 



COUNTIES. 


1854. 1 


1859. 


V No. 

Children. 


Amoiiut 


No. 


Amount 


» 


Diutiibuted 


Children. 


Distrihuted. 


Appling. 


405 


S209 


757 


$877 


Baker, 


215 


112 


404 


468 


Baldwin, 


3-^ 


174 


747 


865 


Banks, 






663 


768 


Berrien, 






667 


772 


Bibb, 


774 


398 


2165 


2507 


Brooks, 






755 


874 


Bryan, 


104 


55 


343 


397 


Bulloch, 


187 


97 


864 


1001 


Burke, 


338 


175 


965 


1117 


Butts, 


243 


125 


754 


873 


Calhoun, 


140 


74 


353 


409 


Camden, 


38 


22 


155 


185 


Campbell, 


469 


244 


1619 


1875 


Carroll, 


737 


379 


2417 


2799 


Cass, 


678 


349 


3124 


3618 


Catoosa, 


345 


178 


889 


1029 


Chatham, 


567 


294 


1487 


1722 


Chattahoochee, 


268 


138 


776 


899 


Chattooga, 


481 


248 


1262 


1461 


Charlton, 






207 


250 


Cherokee, 


669 


344 


2287 


2648 


Clarke, 


499 


258 


1260 


1439 


Clay, 


136 


75 


502 


581 


Clayton, 






785 


909 


Clinch, flt- 


19 


165 


644 


746 


Cobb, 


1533 


789 


2676 


3099 


Coffee, 






477 


552 


Columbia, 


418 


215 


714 


827 


Colquitt, 






264 


310 


Coweta, 


372 


192 


1605 


1859 


Crawford, 


130 


68 


667 


772 


Dade, 


251 


129 


761 


881 


Dawson, 






892 


1033 


Decatur, 


217 


112 


1218 


1410 


DeKalb, 


337 


174 


1273 


1476 


Dooly, 


339 


174 


1078 


1248 


Dougherty, 


97 


50 


341 


400 


Early, 


215 


112 


519 


600 


Echols, 






257 


300 


Effinghaiu, 


336 


173 


616 


713 


Elbert, 


339 


174 


1128 


1306 


Emanuel, 


434 


223 


78f 


909 


Fannin, 


919 


473! 


1392 


1612 



168 



Table showing the amH School i\nd distributed, ^'c, — continued. 





18S4. 1 


1850. 


COUNTIES. 


N... 


Ammiut 


No. 


Au:oiiiit 




CliililrfMi, 


DiKtribiiUd 


nul(lr.>ii. 


l)iNlril)iiti-<l. 


Fayette, 


425 


$219 


796 


S922 


Floyd, 


662 


340 


1957 


22'66 


Forsyth, 


542 


279 


1773 


2053 


Franklin, 


550 


283 


1419 


1643 


Fulton, 


668 


344 


1362 


1577 


Gilmer, 


656 


338 


1531 


1773 


Glasscock, 






320 


371 


Glynn, 


91 


48 


237 


280 


Greene, 


428 


220 


1012 


1172 


Gordon, 


646 


332 


2021 


2340 


Gwinnett, 


783 


403 


2453 


2841 


Habersham, 


808 


416 


120S 


1399 


Hall, 


575 


296 


2000 


2316 


Hancock, 


291 


150 


631 


731 


Haralson, 






621 


719 


Harris, 


510 


263 


150S 


1746 


Hart, 


192 


99 


1128 


1307 


Heard, 


297 


153 


1083 


1254 


Henry, 


347 


179 


1625 


1882 


Houston, 


370 


190 


1151 


1333 


Irwin, 


103 


5^ 


286 


331 


Jackson, 


458 


236 


1775 


2055 


Jasper, 


208 


107 


798 


924 


Jefferson, 






918 


1063 


Johnson, 






429 


497 


Jones, 


224 


115 


828 


959 


Laurens, 


380 


195 


846 


980 


Lee, 


356 


1^ 


458 


530 


Liberty, 


122 


65 


486 


563 


Lincohi, 


112 


58 


414 


479 


Lowndes, 


477 


245 


394 


456 


Lumpkin, 


977 


503 


922 


1068 


Macon, 


132 


68 


792 


917 


Madison, 


241 


124 


804 


931 


Marion, 


635 


327 


886 


1026 


Mcintosh, 


111 


57 


357 


413 


Merriwether, 


428 


220 


1430 


1656 


Miller, 






373 


432 


Milton, 






874 


1012 


Mitchell, 






479 


655 


Monroe, 


305 


157 


1158 


1341 


Montgomery, 


235 


121 


456 


528 


Morgan, 


266 


137 


656 


760 


Murray, 


604 


311 


1282 


1485 


Mus ogee, 


676 


348 


1964 


2274 


Newton, | 


574 


296 


15881 


1839 



169 



Table showing the aniH School Fund distributed, ^'c, — contmued. 





1854. 


185». 


COUNTIES. 












No. 


Aiiouat 


No. 


Amount 




ChiUriu 


Distributed. 


Cbildreu. 


Distributed. 


Oglethorpe, 


251 


$129 


863 


999 


Paulding, 


340 


175 


165C 


1911 


Pickens, ' 


C12 


315 


1166 


1350 


Pierce, 






267 


314 


Pike, 


445 


229 


1020 


1181 


Polk, 


297 


144 


813 


941 


Pulaski, 


178 


92 


786 


910 


Putnam, 


193 


100 


561 


650 


Quitman, 






289 


340 


Rabun, 


391 


201 


709 


821 


Randolph, 


103 


53 


1023 


1185 


Richmond, 


1032 


530 


2326 


2690 


Schley, 






476 


551 


Screven, 


176 


91 


900 


1042 


Spalding, 


257 


132 


941 


1090 


Stewart, 


348 


179 


1212 


1403 


Sumter, 


336 


173 


1595 


1847 


Talbot, 


333 


171 


1252 


1450 


Taliaferro, 


115 


59 


306 


354 


Tattnall, 


214 


110 


636 


736 


Taylor, 


253 


i3o; 


787 


911 


Terrell, 






572 


662 


Telfair, 


145 


75 


505 


585 


Thomas, 


351 


181 


1035 


1199 


Towns, 






588 


681 


Troup, 


373 


192 


1272 


1473 


Twiggs, 


249 


128 


578 


669 


Union, 


929 


478 


1147 


1328 


Upson, 


403 


207 


1210 


1401 


Walker, 


651 


335 


2072 


2399 


AValton, 


528 


272 


1434 


1661 


Ware, 


425 


219 


308 


357 


Warren, 


315 


162 


788 


913 


Washington, 


409 


210 


1337 


1548 


Wayne, 


156 


80 


388 


499 


Webster, 






591 


684 


White, 






741 


858 


Wilcox, 






375 


434 


Wilkes, 


284 


146 


657 


761 


Wilkinson, 


379 


195 


840 


973 


AVhitfield, 


605 


312 


2067 


2394 


Worth, 






411 


476 




82,4671 


$21,891 


129,5361 


$150,000 



Note.— The distribution in 1854 was under the Poor School Law; that of 1859 under the Act of 1853. 



170 



RECAPITULATION. 



No. 1. No. of children entitled to participate in 

the school fund, in 1854 82,407 

No. of children entitled to participate in 

the school fund, in 1859 129,536 

Increase of 47,060 

No. 2. The whole amount distributed, in 1854, $21,891 

The whole aAiount distributed, in 1859, 150,000 

Increase of $128,209 



The difference in the amount distributed, and the num- 
ber of children, results from the addition to the School 
Fund by the Act of 1858, and by adding to the number 
entitled to participate in the fund all the children, rich 
and poor, between the ages of eight and eighteen years. 



Note.— Prefixed to tlie Tables showing the School Returns of 1859, is a Table 
fihowinj,' the Distribution of the Poor School Fund, under the law jircvious to the 
passage of the Act of 1858. The year 1854 is selected because the Tables for that 
year were at hand. 



171 



NUMBER OF FREE WHITE CHILDREN BETWEEN 8 AND 18. 



Counties, 



Appling, 

Baker, 

Baldwin, 

Banks, 

Berrien, 

Bibb. 

Brooks, 

Bryan, 

Bulloch, 

Burke, 

Butts, 

Camden, 

Campbell, 

Calhoun, 

Carrol], 

Cass, 

Catonsa, 

Charlton, 

Chatham, 

Chattahoochee, 

Chattooga, 

Cherokee, 

Clarke, 

Clayton, 

Clay, 

Clinch, 

Cobb, 

Coffee, 

Colquitt, 

Columbia, 

Coweta, 

Crawford, 

Dade, 

Dawson, 

Decatur, 

DeKalb, 

Dooly, 

Dougherty, 

Early, 

Echols, 

Effingham, 

Elbert, 

Emanuel, 

Fannin, 

Fayette, 

Floyd, 

Forsyth, 

Franklin, 

Fulton, 

Gilmer, 

Glasscock, 

Glynn, 

Gordon, 

Greene, 

Gwinnett, 

Habersham, 

Hall. 

Hancock, 

Haraison, 

Harris, 

Hart, 

Heard. 



No. enti- 
tled to 
Fund. 



7-S7 

404 

747 

6(13 

6fi7 

2165 

755 

343 

864 

965 

754 

J 55 

161!) 

353 

2417 

3124 

889 

207 

1487 

776 

1262 

2287 

1260 

7' 

502 

644 

2676 

477 

264 

714 

1605 

667 

76 

892 

1218 

12 

1078 

341 

519 

257 

616 

1128 

785 

1392 

796 

195 

1773 

1419 

1362 

1.531 

320 

237 

2021 

1012 

2453 

1208 

2000 

631 

621 

15()H 

1128 

1083 



Number Taught within the Year 1859. 





Klemt'iitary 


Hig 


her 




Braut:lifs. 


Biauches. 


No. 








Fe- 




Males. 


Females 


Males. 


males. 


228 


135 


9:i 




168 


85 


75 


8 




466 


192 


143 


76 


55 


377 


206 


1.52 


11 


8 


318 


125 


75 


74 


44 


1128 


319 


210 


235 


364 


709 


314 


251 


96 


48 


158 


93 


43 


13 


9 


424 


127 


89 


104 


104 


464 


230 


147 


53 


34 


1044 


489 


372 


86 


97 


262 


115 


77 


45 


25 


1665 


78W 


602 


175 


85 


9^9 


480 


330 


47 


22 


4(» 


17 


20 


2 


1 


1340 


580 


580 


90 


90 


546 


19:. 


18i. 


84 


87 


891 


443 


331 


77 


4r 


1277 


630 


497 


88 


62 


1021 


408 


339 


134 


140 


579 


252 


22;^ 


67 


37 


250 


134 


69 


28 


19 


149 


71 


78 






1823 


917 


573 


98 


235 


25 


21 


4 






63 


35 


28 






1174 


420 


320 


235 


199 


4T8 


194 


114 


80 


90 


543 


302 


206 


18 


17 


489 


242 


161 


46 


40 


243 


106 


7.5 


37 


25 


241 


118 


103 


10 


10 


82 


38 


32 


6 


6 


328 


76 


71 


124 


57 


546 


266 


208 


44 


28 


277 


147 


101 


22 


7 


640 


295 


295 


25 


25 


492 


203 


136 


96 


57 


1614 


654 


524 


195 


241 


1138 


700 


438 






1186 


624 


455 


59 


48 


1474 


580 


738 


94 


62 


609 


355 


254 






204 


63 


68 


22 


50 


1296 


55b 


443 


144 


151 


846 


205 


205 


260 


176 


602 


461 


372 


196 


160 


987 


532 


373 


56 


26 


499 


85 


103 


184 


127 


300 


167 


123 


10 


8 


1081 


425 


322 


137 


197 


875 


423 


370 


55 


27 


774 


364 


265 


60 


85 



Rates of Tuition. 
For session 20 weeks. 



Elemen- 
tary. 


Higher. 


$5 00 




7 00 


$13 00 


10 00 


14 00 


5 00 


9 00 


11 00 


13 00 


12 00 


26 00 


10 00 


12 00 


6 00 


9 00 


6 00 


9 00 


7 00 


9 00 


6 00 


12 00 


6 00 


12 00 


6 00 


13 00 


7 00 


12 00 


5 00 


7 00 


5 00 


6 00 


11 00 


20 00 


9 00 


14 00 


6 00 


14 00 


5 00 


10 00 


9 00 


20 00 


10 00 


16 00 


10 00 


16 00 


9 00 




() 00 


15 00 


6 00 


8 00 


7 00 




8 00 


16 00 


7 00 


13 00 


7 00 




5 00 


5 00 


8 00 


12 00 


11 00 


25 00 


15 00 




7 00 


10 00 


7 00 


11 00 


7 00 


14 00 


8 00 


12 CO 


5 00 


5 00 


7 00 


16 00 


6 00 


13 00 


5 00 


12 00 


5 00 


9 00 


9 00 


15 00 


5 00 


6 00 


6 00 




12 00 




6 00 


12 00 


8 00 


17 00 



12 00 


12 00 


5 00 


6 00 


15 00 


20 00 


8 00 


20 00 


10 00 


30 00 


6 00 


12 00 


10 00 


15 00 



172 



Number of Free White Children between 8 and 18 — Continued. 







Number 


Taught 


within the Year 1859. 






Kltmentary 


Hia 


icr 1 


Rate of Tuition 


Counties. 


Ni). cuH- 
tlod to 




Brancheii." 


Brauf 


hes. 1 


For eeBBion 


20 week«. 










i 








Fuud. 


No. 








Ff. 


Elemen- 










Mali-s. 


""cmales 


Mttl.'s. 


i.'ialfs. 


tary. 


Higher. 


Henry, 


16-25 


909 


454 


352 


46 


57 


$7 00 


$14 00 


Houston, 


1151 


770 


197 


213 


193 


167 


9 00 


12 00 


Irwin, 


'4^6 


122 


m 


36 






5 00 




Jackson, 


1785 


1440 


699 


414 


71 


76 


6 00 


11 00 


Jasper, 


798 


657 


259 


169 


118 


ml 


7 00 


12 00 


Jefferson, 


918 




54 


30 


45 


351 


10 00 


14 00 


Johnson, 


429 


133 


76 


46 


9 


2| 


8 00 


10 00 


Jones, 


828 




196 


156 


60 


57 


6 00 


13 00 


Laurens. 


84(5 


752 


205 


251 


155 


141 


7 00 


14 00 


Lee, 


458 


229 


90 


100 


28 


11 


10 00 


20 00 


Liberty, 


486 


486 


150 


125 


115 


96 


9 00 


15 00 


Lincoln, 


414 


198 


84 


64 


26 


24 


6 00 


10 00 


Lowndes, 


394 


240 


110 


130 






6 0(1 


10 00 


Lumpkin, 


922 


567 


289 


278 






5 00 


7 00 


Macon, 


792 


506 


164 


154 


112 


76 


8 00 


14 00 


Madison, 


804 


549 


266 


204 


49 


30 


6 00 


9 00 


Marion, 


886 


585 


338 


203 


36 


58 


10 00 


14 00 


Mcintosh, 


3.57 


66 


35 


21 


8 


2 


6 00 


6 00 


Meriwether, 


1430 


1094 


353 


332 


155 


209 


8 CO 


18 00 


Miller, 


373 


128 


73 


42 


9 


4 


13 00 


24 00 


Milton, 


874 


449 


264 


181 


4 




6 00 


8 00 


Mitchell, 


479 


116 


57 


47 


6 


6 


8 00 


10 00 


Monroe, 


1158 


854 


356 


27() 


180 


42 


8 00 


14 00 


Montgomery, 


456 


295 


162 


113 


15 


15 


7 00 


10 00 


Morgan, 


656 


476 


121 


133 


48 


174 


8 00 


20 00 


Murray, 


1282 


567 


271 


197 


52 


65 


6 00 


8 00 


Muscogee, 


1964 


1443 


572 


523 


115 


233 


11 00 


22 00 


Newton, 


1588 


957 


443 


228 


150 


127 


6 00 


11 00 


Oglethorpe, 


863 


619 


249 


109 


194 


67 


7 00 


10 00 


Paulding, 


1650 


741 


395 


296 


30 


20 


6 00 


8 00 


Pickens, 


1166 


801 


448 


310 


21 


22 


5 00 


13 00 


Pierce, 


267 






• 










Pike, 


1020 


862 


389 


300 


85 


88 


7 00 


10 00 


Polk, 


813 


813 


233 


231 


177 


1.52 


5 00 


9 00 


Pulaski, 


786 
















Putnam, 


561 


461 


200 


160 


61 


40 


9 00 


11 00 


Quitman, 


289 


22ti 


100 


73 


27 


20 


9 00 




Rabun, 


709 
















Randolph, 


1023 


700 


192 


95 


211 


202 


9 00 


18 OC 


Richmond, 


2326 


1742 


834 


567 


124 


217 


14 00 


25 00 


Schley, 


476 
















Screven, 


900 
















Spalding, 


941 


875 


266 


208 


167 


234 


10 00 


15 0( 


Stewart, 


1212 


1038 


366 


34 J 


163 


168 


8 00 


14 00 


Sumter, 


1595 


1046 


37(> 


322 


181 


167 


8 00 


13 OC 


Talbot, 


1252 


828 


342 


231 


131 


124 


8 00 


15 00 


Taliaferro, 


306 


251 


124 


105 


11 


11 


9 00 


16 00 


Tattnall, 


636 


337 


170 


118 


28 


21 


6 00 


9 0( 


Taylor, 


787 


207 


109 


89 


9 




7 00 


10 OC 


Telfair. 


505 
















Terrell, 


572 
















Thomas, 


1035 












10 00 


20 OC 


Towns, 


5^'8 


59) 


314 


226 


35 


16 


5 0( 


7 0( 


Troup, 


1272 


1241 


235 


219 


358 


429 


10 00 


18 0( 


Twiggs, 


578 


535 


178 


135 


143 


79 


9 00 


14 Of 


Union, 


1147 












6 00 




Upson, 


12K 


533 


256 


277 






6 00 


10 OC 


Walker, 


2072 


1362 


674 


475 


106 


107 


5 00 


8 OC 


Walton, 


1434 


1259 


634 


422 


104 


99 


6 00 


8 Ot 


Ware, 


308 
















Warren, 


788 


554 


216 


226 


58 


54 


7 00 


14 Of 


Washington. 


1337 


788 


330 


202 


127 


129 


8 OO 


14 Of 



173 



Number o 


f Free White Children between 8 and 


18 — Continued. 








Number Taught within the Year 1859. 






Elementary , Higher 


Rate nf Tuition 


Counties. 


No. enti- 
tled to 
Fund. 




BrHucUes. 


Branches. 


For session 20 weeks. 




No. 








Fe- 


Elemen- 1 








Males. 


Females 


Males. 


males. 


tai-y. 


Higher- 


Wayne, 


388 












Webster, 


5^1 


449 


142 


138 


100 


74 


$7 00 


$14 00 


White, 


741 


402 


212 


142 


21 


27 


6 00 


8 00 


Whitfield, 


2J67 


1392 


637 


452 


135 


16^ 


7 00 


11 00 


Wilcox, 


375 


22(1 


115 


105 


9 


8 


7 00 


12 00 


Wilkes, 


657 


540 


82 


121 


107 


130 


10 00 


18 00 


Wilkinson, 


840 


602 


261 


205 


6(; 


76 


8 00 


12 00 


Worth, 


41] 


200 


87 


73 


21 

8,593 


19 

8,191 


8 00 


10 00 




Iii9,536 


72,119 


31,514 


24,493 


890 00 


1375 00 



RECAPITULATION 



No. 1.— The whole number of children entitled to par- 
ticipate in the school fund in 1859 129,.536 

No. 2.— The whole number of children taught within 

the year 1859 72 119 

No. 3.— The whole number of males taught in the ele- 
mentary branches in 1859 31,514 

No. 4.— The whole number of females taught in the 

elementary branches in 1859 24,493 

No. 5.— The whole number of males taught in the 

higher branches in 1859 6593 

No. 6.— The whole number of females taught in the 

higher branches in 1859 8,191 



174 



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181 



R E C A P I T U L A T 1(3 N . 

No. 1. — The whole number of male children mider 8 
years of age, who attended school within 
the present year, 1859 4,232 

Xo. 2. — The whole number of female children under 
8 years of age, who attended school within 
the present year, 18-59 3,921 

No. 3. — The whole number of both sexes under 8 
years of age, who attended school within 
the present year, 18-59 8,153 

No. 4. — The whole number of males over 18 years 
of age, who attended school withirf the 
present year, ] 850 4,666 

No. 5. — The whole number of females over IS years 
of age, who attended school within the 
present year, 1859 1,083 

No. (). — The whole number of both sexes over 18 
years of age, who attended school within 
the present year, 1859 5,089 

No. 7. — The whole number of both classes and ages, 13,309 

No. 8. — Total of all persons who attended school in 

1859 : 85,007 

No. 9. — The whole number of school houses 2,000 

No. 10. — The whole number of schools taught in 

1859 1,943 



18L> 



1 


er cent on StHtf Tax 










2>i 




issesucd for School 


TEACHERS. 






a-n • 




piirpowcb. 










lis 


COUNTIES. 


Per ce't 


Amount. 


Mtilc. 


Fi- Mar- 
male, ried. 


Sin- 1 


Total. 




Appling, 






13 




7 


G 


13 




Raker, 


15 


$43G 00 


1 




1 




1 




Baldwin, 


20 


ISOO 00 


2 


4 


4 


2 


(i 


2 


Banks, 


10 


105 00 


11 




3 


G 


11 




Berrien, 


20 


ISO 00 


9 




4 


5 


9 


3 


Bibb, 


30 


2500 00 


24 


18 


23 


19 


42 


i 


Brooks, 


10 


350 00 


12 


1 


4 


9 


13 




Bryan, 






3 




1 


2 


3 




Bulloch, 


















Burke, 


26 


1S50 00 


14 


5 


11 


8 


19 


3 


Butts, 




450 00 


12 


2 


2 


12 


14 




Camden, 


















Campbell, 


20 


4S8 00 


13 


4 


9 


8 


17 


1 


Calhoun, 


20 


340 00 


8 




2 


6 


8 




Carroll, 






23 


2 


14 


11 


25 


1 


Cass, 


20 


120 00 














Catoosa, 


10 


200 00 














Charlton,'^ 






2 




1 


1 


2 




Chatham, 


G 


1200 00 






6 


20 


2G 


1 


Chattahoochee, 


25 


700 00 






4 








Chattooga, 


7 


194 00 


G 


3 


5 


4 


9 


1 


Cherokee, 






24 


2 


13 


10 


2G 


1 


Clarke, 


50 


3024 00 


10 


4 


5 


9 


14 


1 


Clayton, 






5 


4 




9 


9 




Clay, 


20 


400 00 


8 


2 


G 


4 


10 




Clinch, 


12^ 


100 00 










•7 




Cobb, 


20 


1000 00 


32 


11 


20 


23 


43 


2 


Coffee, 






2 






2 


2 




Colquitt, 


25 


120 00 


4 


1 


3 


2 


5 


1 


Columbia, 


















Coweta, 


25 


1400 00 


17 


3 


9 


11 


20 


6 


Crawford, 


15 


450 00 


13 


5 


3 


15 


18 




Dade, 


20 


150 00 














Dawson, 


15 


80 00 


9 


1 


5 


5 


10 




Decatur, 


















DeKalb, 


















Dooly, 


15 


500 00 


10 


2 


4 


8 


12 




Dougherty, 


25 


1400 00 


4 


4 


5 


3 


8 




Early, 


15 


450 00 


5 




2 


3 


5 




Echols, 


12^ 


40 00 


3 








3 




Effingham, 


50 


700 00 










14 


1 


Elbert, 


25 


1300 00 










14 


2 


Emanuel, 














15 


1 


Fannin, 






2G 


1 


11 


IG 


27 




Fayette, 


25 


550 00 















183 





Per iM'ut on Stute Tax 

asSL'SHi'd for School 

purposes. 


TEACHEP>,S. 




Total. 




COUNTIES. 


PL-r ce't 


Ainouut. 


Male. 


Fe- 
male. 


Mar- 
ried. 


Sin- 
gle. 


< 


Floyd, 


25 


1500 00 


39 


10 


17 


22 


39 




Forsyth, 


50 


600 00 


25 




13 


12 


25 




Franklin, 


30 


620 00 


20 


2 


11 


11 


22 




Fulton, 


50 


2295 00 


13 


8 


12 


9 


21 




Gilmer, 






13 


2 






15 




Glasscock, 


20 


140 00 














Glynn, 
Gordon, 


10 


251 00 


17 


' 4 


13 


8 


21 




Greene, 


16S 


966 00 


10 


2 





6 


12 




Gwinnett, 


















Habersham, 


15 


200 00 


10 


1 


5 


6 


11 




Hall, 


25 


475 00 


2 


1 


1 


2 


3 




Hancock, 


12i 


750 00 














Haralson, 


12^ 


65 00 


4 




1 


3 


4 




Harris, 


15 


800 00 


21 


8 


11 


18 


29 




Hart, 


15 


230 00 


13 


4 


6 


11 


17 




Heard, 


30 


900 00 


]2 


2 


6 


8 


14 




Henry, 


10 


400 00 






12 


17 


28 




Houston, 


20 


1400 00 






10 


11 


21 




Irwin, 


10 


50 00 


1 


2 


1 


2 


3 




Jacksan, 


20 


600 00 


20 


12 


22 


10 


32 




Jasper, 
Jefferson, 


10 
20 


500 00 
900 00 


5 




1 


4 


18 
5 




Johnson, 






1 


1 




2 


2 




Jones, 


20 


757 00 










6 




Laurens, 


20 


520 00 










13 




Lee, 


10 


425 00 


1 




1 




1 




Liberty, 
Lincoln, 


20 


500 00 


4 


4 


2 


6 


8 




Lowndes, 






1 




1 




1 




Lumpkin, 






14 


5 






19 




Macon, 


20 


650 00 


7 




2 


'5 


7 




Madison, 


















Marion, 


20 


600 00 


8 


2 


4 


6 


10 




Mcintosh, 


m 


242 00 


5 


2 


2 


5 


7 




Meriwether, 


5 


320 00 












1 


Miller, 


25 


80 00 


3 




1 


2 


3 




Milton, 


m 


128 00 


11 




S 


3 


11 




Mitchell, 


10 


126 00 














Monroe, 


37i'2000 00 


17 


2 


6 


13 


19 




Montgomery, 






12 


1 


6 


7 


13 




Morgan, 


30 


1500 00 


10 




6 


4 


10 


1 


Murray, 

Muscogee, 


30 


2500 00 


7 

28 


18 


6 

28 


1 

IS 


7 
46 


1 


Newton, 


15 


850 00 


16 


4 


6 


14 


20 


1 



184 



■ 


Percput on Statu Tax 







■ — — 








asM-RM-d for StBt" 
purposes. 


TEACHERS. 




.« 

lis 
•< 


COUNTIES. 


Per (■•■•t 


Aiuoimt, 


1 


F<- 
inelo. 


' Mnr- 
i ripd. 

1 


1 

Sin- 
gle. 


Total. 


Oglethorpe, 


25 


1400 00 






I 




1 




Paulding, 






7 


. 1 


3 


5 


8 




Pickens, 






19 




1 12 


7 


19 




Pierce, 










1 








Pike, 


•2-5 


900 00 


15 


5 


8 


12 


20 




Polk, 


















Pulaski, 


















Putnam. 


.15 


900 00 










6 




Quitman, 


10 


200 00 


5 


2 


^ G 


1 


7 




Rabun, 


















IJandolphy 


12i 


423 00 














Richmond, 


3U 


3000 00 


5 




5 




5 


1 


Schley, 










! 
i 






Screven, 
















Spalding, 


25 


950 00 






13 7 


20 




Stewart, 


15 


1200 00 


5 


20 


S 17 


25 


1 


Sumter, 


30 


ISOO 00 


10 


7 


6 17 


23 




Talbot, 


lr2 


7SS 00 


16 


3 


7 


12 


19 




Taliaferro, 


20 


404 00 


8 




3 


5 


8 


1 


Tattnall, 


10 


128 00 


13 




2 


11 


13 




Taylor, 


30 


600 00 






5 


3 


s 




Telfair, 


















Terrell, 


















Thomas, 














26 


1 


Towns, 




^ 














Troup, 


]0 


800 00 


15 


9 






24 




Twiggs, 


10 


350 00 














Union, 


15 


100 00 














Upson, 


30 


1275 00 


IS 


5 


9 


14 


23 




Walker, 
















1 


Walton, 


25 


1000 00 


14 


7 


4 


17 


21 




Ware, 


















Warren, 


25 


1000 00 








1 






Washington, 


25 


1329 00 


25 


1 






26 


1 


Wayne, 




1 














Webster, 


10 


170 00] 






1 




10 




White, 


25 


134 00 1 


7 


2 




9 


9 




Whitfield. 






1 


23 


12 


12 


24 




Wilcox, 


20 


90 00 


6 


4 


3 


7 


10 




Wilkes, 


20 


1051 00 


10 


5 


1 


14 


15 


1 


Wilkinson, 


25 


S92 00 


14 


10 


SI 


16 


24 


1 


Worth, 


20 


125 00 


' 




527' 


7 


7 








S64,653' 


90l' 


28o' 


iios'ei 


(yOunties tlint deviwt^d L 


flueatio 
vise Ed 


lull plan,- - . 






...55 






Counties that did not de 


ucational PIi 


n,... 




...58 





ISO 



RECAPITULATION. 

No. Jl. The whole amount of per cent, on State 

tax assessed for school purposes, 1859. 
No.' 12. The whole number of Male Teachers in 

the 3'ear lS-59 

No. 13. The whole number of Female Teachers 

in the year 1S59 

No. 14. The whole number of nuirrit'd T^j^hers 

in the year lSo9 

No. 1-1. The wliole number of single Teachers in 

the 18-59 

No. IG. The total number of Teachers in the 

year 1 859 

No. 17. The whole number of county Academies 

in the year 1859, 



$6 



•1,653 
901 
280 
527 
581 

1108 
(U 



Counties that did not pay any tax for school purposes are 



the following 

Appling, 

Bryan, 

Bulloch 

Camden, 

Carroll, 

Charlton, 

Cherokee, 

Clayton, 

Cotiee, 

Columbia, 

Decatur, 

DeKalb, 

Emanuel, 



Fannin, 

Gilmer, 

Gordon, 

Gwinnett, 

Johnson, 

Liberty, 

Lowndes, 

Lumpkin, 

Madison, 

Montgomery, 

Murray, 

Paulding, 

Pickens, 



Pierce, 

Polk, 

Pulaski, 

Rabun, 

Schley, 

Screven, 

Telfair, 

Terrell, 

Thomas, 

Towns, 

Walker, 

Wayne, 

Whitfield, 



186 



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187 






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CONTENTS. 



T» 1 • T^ Pujro 

Kopoi-t ot Dav. W. Lewis, of Hancock Comity 3 

Appendix A.— Keport of Commissioners appointed in 1849 bv Gov. Towns 11 

Bill submitted by the Commissioners 18 

Appendix B.— Keport of the Committee appointed by Educational Convention 

held at Marietta 05 V 

Appendix C— Memorial from a meeting held in Atlanta in 1858 35 4 

Appendix D.— Eeport of the Trustees of the University of Georgia 41 

Appendix E.— Laws of Force on the subject of Education 45 

Appendix F.— Mr. Lomaxs Bill 53 

Mr. Memminger's Bill 55 

Speech of Mr. Memmiuger before the House of Ecpresentatives 

of South Carolina 5g 

>Schedule of System suggested by Dr. Church 71 

The Bill of 1860 to create and establish a Commissioner of Pub- 
lic Scliook 70 

Appu-udix G.— Expression of Executive Mes.sages on Education.— 

Extract from Gov. Lumpkin's Message of 1835 75 

" " " Schley's " " 1837 76 

" " " Gilmer's " •' 1838 77 

•" " " " '• " 1839 78 

" " " McDonald's " "1840 80 

" " " " ■ " " 18-11 80 

" " " 1842 81 

" " " " 't " 1843 ^. 82 

" " " Crawford's •' "1845 83 

"1847 85 

" Towns' " " 1851 87 

" " " Cobb's " "18.53 91 

" " " Johnson's " " 1855 ^ 93 

^" " . " " " " 1857 96 

" " " Brown's " " 1858 100 

" 1859 105 

" 1863 109 

Spec'al Message of Gov. Jjhnsou, 1855 113 



192 

Ap])enJix II.— Extract I'rom a CVunmuiiication from Guv. Lumpkin, datvd No- 
vember, 18or> ] 17 

Letter from WilBOii Lumpkin to \V. L. Mitclifll l'-':{ 

" IVof. W. J. Snsnclt r,'7 ' 

" " Rev. N. M. Crnwforcl IV) 

" Dr, S. K. Tnlraage to lion. D. W. L<Tvis 140 

" T. U. iM'obb, Kwj 146 

" '* Tliomas J. Burney, Es([ 149 

Afcricullural Kducntion — Letter from (.'ol. .Inmes M. C}innibers.. JfjO 

•' Kev. (;. P. H. Martin L50 

Appendix L— Ccn.su.i IJeport* for tiie yenr IKW 1.>1 

" " 18;'>9 ItXt 

Tublc sliowiug the amount of the 8(i)oolFimd distributed in lHo4 

and 1R59, and the number of children rtlurncd in thoee years . . l(w 
No. of Free Wliito Childrfiu between 8 and 18 years of Qge, 1859.. 171 
Number of Children under 8 and over 18 yoarn of age, who at- 
tended School in la'iQ 17 4 

Per cent, on State Tax— TeoeherK — County AeademieK, &:e IW 

Counties that did not pay any tax for School Purposes 185 

Btali.stiea of the Slate of Geoi^ia for the vear 18()(t 18ti 



BtBaammmSfB 



REPORT 



ON 



PUBLIC EDUCATION, 



BY 



^y^. .^LLLLS., af JfancacJ^y 



WITH 



APPENDIXES 

Giving Statistics op School Returns, and other 
Documen;j»'^ the Subject. 




0/- 



MILLEDGEVILLE, GA. : 

BOUGHTON, NISBET & BARNES, STATE PRINTERS. 



1860. 



/ 



LIBRARY OF CONGRESS 



021 780 265 9 



